Prospective ADS Students

Starting college marks a major transition for both students and their families. One of the most significant changes during this transition is the shift in responsibility from parents and school staff to the student. 

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

High school College
  • Student success
  • Equal access

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

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

Want to Learn More?

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