| Applicable Laws |
- Individuals with Disabilities Education Act (IDEA)
- IDEA is about SUCCESS in school
|
- Americans with Disabilities Act of 1990 (ADA), Title II
- Section 504 Subpart E of the Rehabilitation Act
- ADA and 504 are about ACCESS, success is up to the student
|
| Required Documentation |
- Individualized Education Program (IEP) and/or 504 Plan
- School provides evaluation at no cost
- Documentation focuses on
determining if student is eligible for
services under one or more
disability categories in IDEA
|
- High school IEP and 504 Plans
expire after high school and are not
sufficient. Documentation
guidelines specify information
needed for each category or
disability
- Students must get evaluation at
their own expense
- Documentation must provide
information on specific functional
limitations and demonstrate the
need for specific accommodations
|
| Self – Advocacy |
- School staff identify the student as
having a disability
- School staff has primary
responsibility for arranging
accommodations.
- Teachers approach you if they
believe you need assistance.
|
- Student must self-identify to
Disability Support Services staff
- Student has responsibility for self-
advocacy and arranging
accommodations with staff of
Student Support Services
- Professors can be open and
helpful, but most expect students to
initiate contact at the start of the
semester.
|
| Parental Role |
- Parent has access to student
records and can participate in the
accommodation process
- Parent advocates for the student
|
- Parent does not have access to
student records and cannot
represent the student without the
student’s written consent
- Student advocates for self
|
| Instruction |
- Teachers may modify curriculum
and alter assignments as outlined
in IEP
- Students are expected to read
short assignments that are
discussed and often re-taught in
class
- Students seldom need to read
assignments more than once,
often listening in class is enough
|
- Professors are not required to
modify 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 regularly review
class notes and text material
|
| Grades and Tests |
- IEP or 504 plan may include
modifications to test format or
grading
- Testing frequently covers only
small amounts of material
- Makeup tests are usually available
- Teachers often take time to
remind students of assignments
and due dates
|
- Grading and test format changes
(e.g.., multiple choice vs. essay) are
generally not available.
Accommodations in HOW tests are
given (e.g., extended time, test
proctors) are available when
supported by disability
documentation.
- Testing is generally periodic and
may be cumulative, covering large
amounts of material
- Makeup tests are seldom an option;
if they are, students are responsible
for requesting them in advance
- Professors expect students to read,
save, and consult the course
syllabus that describes course
expectations, assignments and
grading scale
|
| Study Responsibilities |
- Tutoring and study support may be
a service provided as part of an
IEP or 504 plan
- School staff often structure
students’ time and expected
assignments
- Students may study outside class
for as little as 0 to 2 hours a week
and this may be mostly last-minute
test preparation
|
- Tutoring DOES NOT fall under
Disability Services. Students with
disabilities must seek out tutoring
resources available to all college
students
- Students structure their own time
and assignments
- Students usually need to study at
least 2 to 3 hours for each hour in
class
- Students manage their own time
and complete assignments
independently
|
| General Differences |
- High school is an entitlement
- High school is mandatory and
usually free
- Others structure your time
- Permission is needed to participate
in extracurricular activities
- Parents and teachers remind you
of your responsibilities and assist
you in setting priorities and goals
|
- College is a choice or privilege, a
right to access
- College is voluntary and costly
- You manage your own time
- The decision to participate in co-
curricular or extracurricular
activities is yours
- Balancing your time and setting
priorities is now your responsibility
|
