Applicable Laws
| High School |
College |
| I.D.E.A. (Individuals with Disabilities Education Act) |
A.D.A. (Americans with Disabilities Act of 1990) |
| Section 504, Rehabilitation Act of 1973 |
Section 504, Rehabilitation Act of 1973 |
| I.D.E.A. is about SUCCESS |
A.D.A is about ACCESS |
Required Documentation
| High School |
College |
| I.E.P. (Individualized Education Plan and/or 504 Plan) |
High School I.E.P. and 504 are not sufficient. Documentation guidelines specify information needed for each category of disability. |
| School provides evaluation at no cost to the student |
Student must get evaluation at their own expense |
| Documentation focuses on determining whether the student is eligible for services based on specific disability categories in I.D.E.A. |
Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations |
Self-Advocacy
| High School |
College |
| Student is identified by the school and is supported by parents and teachers |
Students must self-identify to the Office of Disability Services |
| Primary responsibility for arranging accommodations belongs to the school |
Primary responsibility for self-advocacy and arranging accommodations belongs to the student |
| Teachers approach you if they believe you need assistance |
Professors are usually open and helpful, but most expect you to initiate contact if you need assistance |
Parental Role
| High School |
College |
| Parent has access to student records and can participate in the accommodation process |
Parent does not have access to student records without the student’s written consent |
| Parent advocates for the student |
Student advocates for themself |
Instruction
| High School |
College |
| Teachers may modify curriculum and/or alter pace of assignments |
Professors are not required to modify curriculum design or alter assignment deadlines |
| You are expected to read short assignments that are then discussed, and often re-taught, in class |
You are assigned substantial amounts of reading and writing which may not be directly addressed in class |
| You seldom need to read anything more than once, and sometimes listening in class is enough |
You need to review class notes and text material regularly |
Grades and Tests
| High School |
College |
| I.E.P. or 504 plan may include modifications to test format and/or grading |
Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Accommodations to HOW tests are given (extended time, test proctors) are available when supported by disability documentation. |
| Testing is frequent and covers small amounts of material |
Testing is usually infrequent and may be cumulative, covering large amounts of material |
| Makeup tests are often available |
Makeup tests are seldom an option; if they are, you need to request them |
| Teachers often take time to remind you of assignments and due dates |
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 |
Study Responsibilities
| High School |
College |
| Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan |
Tutoring DOES NOT fall under Disability Services. Students with disabilities must seek out tutoring resources as they are available to all students. |
| Your time and assignments are structured by others |
You manage your own time and complete assignments independently |
| You may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation |
You need to study at least 2 to 3 hours outside of class for each hour in class |
