What are the differences between requesting an accommodation in high school and requesting
an accommodation in college?
There are several differences between requesting an accommodation in high school and
requesting an accommodation in college. The roles and responsibilities of the student, as well as the parent or family of the student are much different. Read more below
to understand more about requesting an accommodation at 91ÉçÇø.
Applicable laws
| High school |
Individuals with Disabilities Education Act (IDEA) Section 504, Rehabilitation Act
of 1973. I.D.E.A. is about SUCCESS |
| College |
American Disabilities Act of 1990 (ADA, ADAAA), Section 504 Rehabilitation Act of
1973. ADA is about ACCESS |
Required documentation
| High school |
School or school district provides evaluation at no cost to student resulting in qualifying
for special education services as developed through an Individualized Education Plan
(IEP) |
| College |
High School IEP and 504 plans are not typically sufficient documentation. Documentation
guidelines specify information needed for each category of disability. If required,
testing is done at the expense of the student, not the school. Current documentation
must provide information on specific nature of condition or disability, functional
limitations and demonstrate the need for specific accommodations. |
Self-advocacy
| High school |
Student is identified by the school and is supported by parents and teachers; primary
responsibility for arranging accommodations belongs to the school |
| College |
Student must self-identify; primary responsibility for self-advocacy and arranging
accommodations belongs to the student |
Parent role
| High school |
Parent has access to student records and can participate in the accommodation process,
parent advocates for student |
| College |
Parent does not have access to student records without student's written consent,
student advocates for self |
Grades and tests
| High school |
An IEP or 504 plan may include modifications to test format and/or grading. Testing
is frequent and covers small amounts of material. Makeup tests are often available.
Teachers often remind students of assignment due dates, offer generous extensions
and study guides for exams. |
| College |
Grading and test format changes (i.e. multiple choice vs. essay) are generally not
available. How tests are given (extended time, test proctors) are appropriate academic
adjustments when supported by disability documentation.
Testing is usually infrequent and may be cumulative, covering large amounts of material.
Professors expect you to read, save and consult the course syllabus (outline); the
syllabus spells out exactly what is expected of you, when it is due, and how you will
be graded.
Students are expected to attend all classes, meet syllabus deadlines and participate
in class discussions.
|
Study responsibilities
| High school |
- Tutoring and study support may be a service provided as part of an IEP or 504 plan
- Student's time and assignments are structured by others
- Students may study outside of class as little as two hours a week or less — this may
be mostly last-minute test preparation — and still succeed
|
| College |
-
Tutoring DOES NOT fall under disability services and is not considered an academic adjustment or accommodation
-
Students with disabilities must seek out tutoring resources as they are available
to all students
-
Students manage their own time and complete assignments independently
-
On average, students should study at least two to three hours outside of class for
each hour in class
|