High School to College Guide High School to College Guide

Transitioning from high school to college can be a significant change for students with disabilities. One of the main differences is that in high school, students are automatically provided with services and accommodations, whereas in college, students need to advocate for themselves.

Adapted from AHEAD guidelines 2010

APPLICABLE LAWS


High School

  • l.D.E.A. (Individuals with Disabilities Education Act)
  • Section 504, Rehabilitation Act of 1973
  • I.D.E.A. is about  SUCCESS

College

  • A.D.A. (Americans with Disabilities Act of 1900)
  • Section 504, Rehabilitation Act of 1973
  • A.D.A. is about  ACCESS

REQUIRED DOCUMENTATION


High School

  • I.E.P. (Individualized Education Plan and/or 504 Plan)
  • School provides evaluation at no cost to student.
  • Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A.

College

  • High School I.E.P. and 504 plans are not sufficient.  Documentation guidelines specify information needed for each category of disability.
  • Student may get evaluation at  own expense.
  • Current Documentation  must provide information on specific nature of condition or disability, functional limitations, and demonstrate the need for specific accommodations.

SELF-ADVOCACY


High School

  • Student is identified by the school and is supported by parents and teachers.
  • Primary responsibility for arranging accommodations belongs to the school.
  • Teachers approach you if they believe you need assistance.

College

  • Student must  seIf-identify  to the Office of Disability Services.
  • Primary  responsibility  for self-advocacy and arranging accommodations  belongs to the student.
  • Professors are usually open and helpful, but most expect you to initiate contact if you need assistance.

PARENTAL ROLE


High School

  • Parent has access to student records and can participate in the accommodation process.
  • Parent advocates for student.

College

  • Parent  does not have access  to student records without students written consent.
  • Student advocates for self.

INSTRUCTION


High School

  • Teachers may modify curriculum and/or aIter pace of assignments.
  • Students are expected to read short assignments that are then discussed, and often re-taught, in class.
  • Students seldom need to read anything more than once, and sometimes listening in class is enough.

College

  • Professors are  not required  to modify curriculum design or alter assignment deadlines.
  • Students are assigned  substantial  amounts of reading and writing which may not be directly addressed in class.
  • Students need to review class notes and text material  regularly.

GRADES AND TESTS


High School

  • I.E.P. or 504 plan may include modifications to test format and/or grading.
  • Testing is frequent and covers small amounts of material.
  • Makeup tests are often available.
  • eachers often take time to remind you of assignments and due dates.

College

  • Grading and test format changes (i.e. multiple choice vs. essay) are generally not available.  How  tests are given (extended time, test proctors) are appropriate academic adjustments when supported by disability documentation.
  • Testing is usually  infrequent  and may be cumulative, covering large amounts of material.
  • Makeup tests are  rarely  an option, without permission from professor.
  • Professors  expect  you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded.

STUDY RESPONSIBILITIES


High School

  • Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan.
  • Student’s time and assignments are structured by others.
  • Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.

College

  • Tutoring  DOES NOT  fall under Disability Services and is not considered an academic adjustment on
    accommodation. Students with disabilities must seek out tutoring resources as they are available to all students.
  • Students manage your own time and complete assignments independently.
  • Students need to study at least  2 to 3 hours  outside of class for each hour in class.
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