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
  • Professors are required to modify 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
For more information:
Dusk Stroud
Director of Admissions and Enrollment Management

Administration (Bldg 3), Room 140A
Phone: (252) 527-6223, ext. 394
Fax: (252) 233-6893
Email: dostroud89@lenoircc.edu