Differences between High School/College for Students with Disabilities
High School
- I.D.E.A. (Individuals with Disabilities Education Act)
- Section 504, Rehabilitation Act of 1973
- I.D.E.A. is about Success in School
- I.E.P. (Individual 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.
- 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
- Parent has access to student records and can participate in the accommodation process
- Parent advocates for student
- Teachers may modify curriculum and/or alter curriculum pace of assignments
- You are expected to read short assignments that are then discussed and often re-taught in class
- You seldom need to read anything more than once, sometimes listening in class is enough
- Attendance taken and reported
- 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
- Teachers often take time to remind you of assignments and due dates
- Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan
- Tutoring is provided by specially trained teachers or staff
- Your time and assignments are structured by others
- You may study outside class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation
- Personal care services (assistance with getting to class, etc.) are required
College
- A.D.A. (Americans with Disabilities Act of 1990, Title 11)
- Section 504, Rehabilitation Act of 1973
- NC Senate Bill 866
- A.D.A. is about access to what is available at college
- High School I.E.P. and 504 are not sufficient. Documentation guidelines specify information needed for each category of disability
- Student must get evaluation at own expense
- Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations
- Student must self-identify to the Office of Disabilities Services
- Professors are usually open and helpful, but most expect you to initiate contact if you want assistance
- Parent does not have access to student records without student’s written consent
- Student advocates for self
- Instructors are not required to modify curriculum design or alter assignment deadlines
- You are assigned substantial amounts of reading and writing which may not be directly addressed in class
- You need to review class notes, text, and material regularly
- Attendance is taken and students can be dropped for missing too many classes
- Grading and test format changes (i.e. multiple choice vs. essay) are generally not available
- Testing is usually infrequent and may be cumulative, covering large amounts of material
- Make up test are seldom an option; if they are, you need to request them
- 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
- Tutoring does not fall under Disability Services. Students with disabilities must seek out tutoring resources as they are available to all students
- You manage your time and complete assignments independently
- You need to study at least 2 to 3 hours outside of class for each hour in class
- If personal care services are necessary, the student needs to arrange them
