Prospective ADS Students

Accommodations do not transfer to TOWSON UNIVERSITY FROM OTHER INSTITUTIONS

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.

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 and Support

High school	College
Student success - Teachers provide frequent reminders of expectations and numerous graded assignments throughout the year so the student has multiple opportunities to be successful Teachers are usually available everyday throughout the week will advocate for you to get support services	Equal access - Professors provide only the accommodations that have been approved by ADS Professors are available by appointment or posted office hours and expect you to advocate for the support you need

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's time is structured by others (parents, teachers, advisors) with more time spent in the school building and less time working independently	Students must self-identify to disability services (even if parents contact the office first) Students advocate for themselves Students are responsible for managing their time and prioritizing tasks with the majority of their time spent outside of the classroom

Accommodation Process

High school	College
Fundamental alterations to program of study are made Students receive specialized instruction and modifications that are tailored to their unique needs	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 All students have to complete the same work and meet essential course requirements

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Things to Consider 

• Early planning, self-advocacy, and disability self-management lead to the best outcome
• Create a schedule that allows you to manage academic responsibilities while also prioritizing self-care and any treatment needs
• Consider the various options available for creating a schedule that fits your needs, such as taking a part-time course load or a reduced full-time course load (12 credits), enrolling in online courses, or selecting courses that meet more or less frequently
• Obtain all information you can to learn more about course requirements, section-specific instructors, and attendance policies to help choose classes that work well with your disability-related needs
• If you receive Financial Aid, consult with the Financial Aid Office before finalizing a course schedule so you understand any potential impact on your funding

Ways parents can support their student's transition to college

Make note of important dates

Review TU's academic calendar 

Establish clear expectations for communication

Agree on how often and in what ways you’ll stay in touch (calls, texts, video chats) so you can stay connected and quickly notice if something seems off or your student needs support

Help your student create a semester to-do list

• Request accommodation letters from ADS and send to professors
• Track important academic dates (add/drop, withdrawal, exams, registration periods)

Want to Learn More?

For further information, please refer to the U.S. Department of Education guides below:

• Students with Disabilities Preparing for Postsecondary Education Guide
• Transition of Students With Disabilities to Postsecondary Education Guide