Differences Between Highschool and College
As your student transitions from High School to College, there are many changes you and especially your student should be aware about. Please take a closer look at all of the potential changes you might encounter when transitioning from High School to College.
Applicable Laws
- I.D.E.A (Individuals with Disabilities Education Act).
- Section 504, Rehabilitation Act of 1973.
- I.D.E.A is about success.
- A.D.A (Americans with Disabilities Act of 1990, Title II).
- Section 504, Rehabilitation Act of 1973.
- A.D.A is about access.
Required Documentation
- I.E.P (Individual Education Plan) and/or 504 Plan.
- School Provides Evaluation at no cost to the student.
- Documentation focuses on determining whether the student is eligible for services based on specific disability categories in I.D.E.A.
- High School I.E.P and 504 are not sufficient.
- Documentation guidelines specify information needed for each category of disability.
- Students must get an evaluation at their own expense.
- Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations (supplemented by interactive processes with students).
Self Advocacy
- Students are identified by the school and are supported by parents and teachers.
- Primary responsibility for arranging accommodations belongs to the school.
- Teachers approach you if they believe you need assistance.
- Students must self-identify to the college鈥檚 Disability Services Office.
- Primary responsibility for self-advocacy and arranging accommodations belongs to the student.
- Professors expect you to initiate contact if you need assistance and to bring a current letter from the Disability Services Office.
Supportive Individuals Role
- Supportive individual has access to student records and can participate in the accommodation process.
- Supportive Individual advocate for students.
- Supportive individual does not have access to student records without the student's written consent.
- Student advocates for self.
Introduction
- Teachers may modify curriculum and/alter curriculum pace of assignments.
- You are expected to read short assignments that are then discussed and often re-taught in class.
- You seldom need to read anything more than once, sometimes listening in class is enough.
- Professors are not required to modify design or alter assignment deadlines.
- You are assigned substantial amounts of reading and writing which may not be directly addressed in class.
- You need to review class notes, the text, and materials regularly.
Grades and Tests
- I.E.P or 504 plans may include modifications to test format and/or grading.
- Testing is frequent and covers small amounts of material.
- Teachers often take time to remind you of assignments and due dates.
- Grading and test format changes (i.e. multiple choice vs. essay) are generally not available.
- Accommodations to how tests are given (extended time, test proctors) are available when supported by disability documentation.
- Testing is usually infrequent and may be cumulative, covering large amounts of material.
- Makeup tests are seldom an option and must be requested if they are available.
- Professors expect you to read, save, and consult the course syllabus (outline) which describes exactly what is expected of you in the course.
Student Responsibilities
- Tutoring and study support may be a service provided as part of an IEP or 504 plan.
- Your time and assignments are structured by others.
- You may study outside of class as little as 0 to 2 hours a week, and this may be mostly last minute test preparation.
- Tutoring does not fall under Disability Services, Students with disabilities must seek out tutoring resources as they are available to all university students.
- You manage your own time and complete assignments independently.
- You need to study at least 2 to 3 hours outside of class for each hour in class.