Resources for Parents, Families, and Allies

The transition from high school to college also means a change in student privacy protections and changes in the way students receive accommodations and services. The following resources will aid in the understanding of the high school-college transition.

Differences in Roles and Responsibilities


HIGH SCHOOL	COLLEGE
Student is identified by the school and is supported by parents and teachers.	Students must self-identify to Accessibility Services
Primary responsibiity for arranging accommodations belongs to the school	Primary responsibility for self-advocacy and arranging accommodations belongs to the student
Teachers approach the student if they believe they need assistance	Professor are usually open and helpful, but most expect the student to initiate contact if they need assistance
There is often regular contact and meetings with parents	There is not parent contact without the student's permission
Parent has access to student records and can participate in the accommodation process	Parent does not have access to student records
Parent advocates for the student	Student advocates for the self

Differences in Laws and Processes


HIGH SCHOOL	COLLEGE
I.D.E.A (Individuals with Disabilities Act)	A.D.A. (Americans with Disabilities Act of 1990)
Section 504, Rehabilitation Act of 1973	Section 504, Rehabilitation Act of 1973
Students with disabilities are "Otherwise Qualified" for pubic education by being the appropriate age to attend elementary through high school	"Otherwise Qualified" for higher education means a student must meet all entrance, academic, and graduation requirements, regardless of disability status
I.E.P. (Individualized Education Plan) and/or 504 Plan	High School I.E.P. and 504 plans are not sufficient. Documentation Guidelines specifiy information needed for each category of disability
The school is responsible for providing services such as physical or speech therapy and disability-related medical/personal care	The student is responsible for personal services such as individual assistants or coaches and personal medical devices and services
School provides evaluation at no cost to student	Student must get evaluation at own expense
Documentation focuses on determining whether student is eligible for services based on specific disability	Current Documentation must provide information on specific nature of condition or disability, functional limitations, and demonstrate the need for specific accommodations
Everybody knows about a student's placement for special education, and teachers are often expected to learn all they can about a student's disability	Students have a right to choose when and to whom they wish to disclose dissability status, and professors only need to know the accommodation the student is requesting
The goal of services is about SUCCESS -- The school modifies the educational programs to ensure student success	The goal of services is about ACCESS -- The college makes reasonable accomodations which do not alter essential course or graduation requirements to ensure equal access