Preparing for college should start early and should include understanding the differences
in accommodations and levels of support. Unlike high school, where parents often play
an active role in meetings and decisions, college students must independently manage
their accommodations and advocate for their needs. Students are responsible for initiating
and accessing their own accommodations and resources. And they must be prepared to
effectively interact with TU faculty and staff.
LD Advisory's College Disability Accommodation Information is one resource that offers free tools for both parents and students preparing for
college.
Differences in the Accommodation Process
Applicable Laws
| High school |
College |
- Individuals with Disabilities Education Act (IDEA)
- Section 504 of Rehabilitation Act of 1973
|
- Americans with Disabilities Act and 2008 Amendment Act (ADA, ADAAA)
- Section 504 of Rehabilitation Act of 1973
- Family Educational Rights and Privacy Act (FERPA)
|
Goals
Parental Role
| High school |
College |
- Parents are included and have access to student records
- Parents advocate for student
|
- Parents do not have access to student records
- Implementing accommodations is the student's responsibility
|
Student Role
| High school |
College |
- Student is identified and supported by parents/teachers
- Implementing accommodations is school’s responsibility
|
- Student must self-identify to disability services (even if parents contact the office
first)
- Students advocate for themselves
|
Process
| High school |
College |
- Fundamental alterations to program of study are made
|
- Fundamental alterations to programs are not allowed
- Accommodations may not alter the fundamental nature of a course nor impose an undue
burden on an instructor/institution
|
Want to Learn More?
For further information, please refer to the U.S. Department of Education guides below: