STUDENT DISABILITY INFORMATION

DIFFERENCES: HIGH SCHOOL VS. COLLEGE

There are significant differences between high school and college that students and parents need to be aware of. The most significant difference stems from the fact that the Individuals with Disabilities Education Act (IDEA) does not cover disability services at the higher education level. Coverage under IDEA expires when a student graduates from high school or turns 21, whichever comes first. This change in the law impacts the services that are provided to students in college and the ways in which students access those services. It is vitally important that students and parents are aware of these changes as far in advance as possible.

Differences in Disability-Related Services

High School	College
Students are entitled to a “Free and Appropriate Public Education.”	Students have equal access to education and civil rights. Students must advocate for themselves to enjoy these rights.
Section 504 includes “Free and Appropriate Public Education” language and accommodations may include a shortening of assignments or the use of notes on tests when other students may not use them.	Section 504 is the first civil rights legislation that applies to colleges. It upholds the institutions’ right to maintain academic standards and no accommodations may be permitted to reduce that standard for any student. There is no “free” education and the shortening of assignments and use of notes when other students do not have access are not considered “reasonable accommodations.”
The IEP or 504 Plans drive all services and accommodations and involve the teachers, counselors, other team members and require a parent’s signature.	There are no plans and instructors are not contacted except by the student. Parents may not even receive student’s grades without permission.
“Placement” is determined by the student’s “team” and outlined in the plan and must be in a least restrictive environment.	The environment is adjusted by accommodations and is not selected for the student in advance.
Students are qualified for public education based on age and because they have a disability.	“Otherwise qualified” in college means that the students must meet all entrance and academic requirements regardless if they use accommodations or not.
The plan is known by all and signed by team members including all teachers.	The student initiates all actions regarding accommodations with instructors. Contact is not made with instructors by the disability accommodation staff without permission from the student.
Some subjects may be waived for a student before graduation if they were specifically related to the student’s disability.	Substitutions for specific graduation requirements may be requested but “waivers” for requirements are never granted.
Assessment, therapy and personal care are provided by school system.	Student is responsible for all personal services as if they were living independently and not attending college.
Students may receive un-timed tests if they have a disability.	Un-timed tests are not reasonable, but time extensions may be reasonable such as time-and-a-half.
Teachers are expected to learn all they can about the disability of a student in one of their classes.	Instructors are required to only know what applies to the accommodations the student requests.

Differences in Educational Environment

High School	College
High school is mandatory and public education is free.	College is voluntary and may be expensive.
Time is structured by others during the school day.	The student is responsible for managing his/her own time. Classes may be available throughout the day and the student is responsible for attending and maintaining his/her schedule.
Permission is needed to participate in extracurricular activities.	The student decides whether or not to participate in extracurricular activities.
Teachers often give review sessions and point out important concepts.	Instructors rarely give review sessions. If they do offer review time, students are expected to come prepared with questions.
Teachers approach students and offer assistance if needed.	Instructors are usually open and helpful but expect students to initiate contact if assistance is needed.
Teachers are often available for conversation before, during or after class.	Instructors expect students to attend their scheduled office hours.
Teachers check completed homework.	Instructors may not always check completed homework, but they will assume you can perform the same tasks on tests.
Teachers present material to help students understand the material in the textbook.	Instructors may not follow the textbook. Instead, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or, they may expect students to relate the classes to the textbook readings.
Teachers often write information on the board to be copied in notes	Instructors may lecture nonstop, expecting students to identify the important points in notes. When instructors write on the board, it may be to amplify the lecture, not to summarize it. Good notes are a must.
Teachers impart knowledge and facts, sometimes drawings direct connections and leading students through the thinking process.	Instructors expect students to think about and synthesize seemingly unrelated topics.
Teachers often take time to remind students of assignments and due dates.	Instructors expect students to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected, when it is due, and how it will be graded.
Teachers are flexible with test dates and often move these so they will not conflict with school events.	Instructors often schedule tests without regard to the demands of other courses or college events.
Makeup tests are often available.	Makeup tests are usually not an option.
Grades are given for most assigned work	Grades may not be provided for all assigned work
Homework grades may help raise overall grade when test grades are low.	Grades on tests and papers usually provide most of the course grade.
The guiding principle is that effort counts. Courses are usually structured to reward good faith efforts.	The guiding principle is that results count. While good faith efforts are important so that instructors are willing to assist with good results, they do not replace results in the grading process.
Teachers may give many tests and quizzes through the quarter/semester to frequently tests student’s knowledge of the subject matter	College instructors may give only one or two major exams during a semester that require students to learn and remember large quantities of material.

Differences in Student Responsibilities

High School	College
Guiding principle is that parents and teachers often remind students of their responsibilities and assist in setting priorities.	Guiding principle is that the student is responsible for what he/she does, does not do and all consequences for decisions.
The main office exists as the center of activity for school	Students are responsible to know where to locate information, assistance, study support, and so on.
Students have a rigid schedule with constant supervision.	Students have greater flexibility with scheduling and independence overall.
Classes meet daily.	Classes meeting 1,2,3 or 4 times per week.
Attendance is taken in classes.	Attendance policies are the discretion of the instructor.
Guidance counselors or other staff schedule support services for students	Students connect with disability accommodation staff and arrange all support services.
Someone is available to help plan study time (teachers, parents)	The student is responsible for setting and following through on all scheduling and study time.
You need money for special purchases or events.	You need money to meet basic necessities.
Parent permission is required until 18 years of age.	Student is an adult with all decision making authority. Parent permission is not required.
Students generally live at home.	Students are responsible for housing, transportation, finances, and so on.