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 |
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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 |
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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 |