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.
Differences in the Accommodation Process
Applicable Laws
| High school |
College |
| Individuals with Disabilities Education Act (IDEA) |
Americans with Disabilities Act and 2008 Amendment Act (ADA, ADAAA) |
| Section 504, Rehabilitation Act of 1973 |
Section 504 |
| — |
Family Educational Rights and Privacy Act (FERPA) |
Goals
| High school |
College |
Student success
|
Equal access
|
Parental Roal
| High school |
College |
| Parents are included and have access to student records |
Parents do not have access to student records |
| Parents advocate for student |
Implementing accommodations is the student's responsibility |
Student Role
| High school |
College |
| Student is identified and supported by parents/teachers |
Student must self-identify to disability services (even if parents contact the office
first) |
| Implementing accommodations is school’s responsibility |
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: