L-R Disabilities Services Office

The Transition from High School to College:

Tips for New Students with Disabilities and Parents

Universities and Colleges in North Carolina are open and accessible to students with disabilities. They are committed to providing assistance to enable qualified students to accomplish their educational goals as well as assuring equal opportunity to derive all of the benefits of campus life. Too often freshmen with disabilities struggle to make a successful transition to college.  It's easy to understand why the transition can be so difficult.  The laws are different and so is the accommodation process.  The North Carolina Association on Higher Education and Disability (NC AHEAD) wants to provide information which may ease the transition and provide a successful beginning to university life.

Laws:
IDEA (Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act of 1973 are very different.  In high schools for example, under IDEA, special education program procedures may apply primarily to Learning Disabilities.  High school students who are in wheelchairs, may fall under a subpart of Section 504.  IEP's (Individual Education Plans) are developed for these students simply because that is the procedure required under the IDEA mandated program.  The misunderstanding comes from the practice of assuming that the "504 Plan" or the IEP developed at a high school will be binding on a college or university.

An Understanding of the Differences between the Responsibilities of  High Schools and Colleges is Critical to Successful Transition.

High School Responsibilities:

• Identify students with disabilities

• Provide assessment of learning disabilities

• Classify disabilities according to specified diagnostic categories

• Involve parents or guardians in placement decisions

• Provide certain non-academic services

• Place student in programs where they can benefit (in any way) by placement committee with parent participation and approval

• Structure a large part of the student's weekly schedule

• Modify educational programs

• Prepare IEP's

• Provide a free and appropriate education

• Provide appropriate services by the school nurse or health services

University Responsibilities:

• Protect a student's right to privacy and confidentiality

• Provide access to programs and services which are offered to persons without disabilities

• Inform students of office location and procedures for requesting accommodations

• Accept and evaluate verifying documentation

• Determine that a mental or physical impairment causes a substantial limitation of a major life activity based on student-provided verifying documents.

• Determine whether a student is otherwise qualified for participation in the program or service, with or without accommodations, and if so, whether a reasonable accommodation is possible.

• Make reasonable accommodations for students who meet the above qualifying criteria

• Provide reasonable access to program and service choices equal to those available to the general public.

• Inform students of their rights and responsibilities.

Universities are NOT required to:

• Reduce or adjust the essential requirements of a course or program

• Conduct testing and assessment of learning disabilities

• Provide personal attendants

• Provide personal or private tutors

• Prepare IEP's

Other Differences may exist for Universities which provide Housing Programs, Health Services, Psychological Counseling Services, and Extensive International Programs.

In contrast to the K-12 educational experience where many of the responsibilities are assumed by the School, Student Responsibilities at a University also change.

It is the Students Responsibility to:

• Act as independent adults

• Self-identify or disclose their disability

• Provide verifying documentation

• Obtain assessment and test results and provide them to the university

• Arrange their own weekly schedules

• Contact the Disability Services Office regarding requests for accommodations

• Arrange for and obtain their own personal tutoring

CHECKLIST PRIOR TO ENTERING A UNIVERSITY

REMEMBER – IF NOT STARTED UNTIL SENIOR YEAR OF HIGH SCHOOL -
IT MAY BE TOO LATE TO SELECT THE COLLEGE OF YOUR CHOICE !  

• Identify Sources of College/University Information

• Develop a Tentative List of Universities

• Research Services offered by the Universities

• Research Academic and Social Competencies needed for Success in a University Setting

• Inquire about Documentation of Disability Requirements

• Discuss Special Testing Arrangements for the SAT/ACT

• Plan College/University Visits

• Apply Early

• If accepted – contact the Disability Services Office at the University

CONTACT THE INDIVIDUAL COLLEGE OR UNIVERSITY
FOR SPECIFIC INFORMATION

Source:  This material was developed by the NC Association on Higher Education and Disability

© 2006 Lenoir-Rhyne College