Accommodative services provided in high school and in college differ in several ways. The following information highlights the differences.
Applicable Laws
High School
- I.D.E.A (Individuals with Disabilities Education Act) is about SUCCESS
- Section 504, Rehabilitation Act of 1973
College
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
- Teachers approach you if they believe you need assistance
College
- Student must self-identify to the ACCESSibility Services Office
- Primary responsibility for self-advocacy and arranging accommodations belongs to the student
- Instructors are usually open and helpful, but most expect you to initiate contact if you need assistance
Required Documentation
High School
- I.E.P. (Individualized Education Plan) and/or 504 Plan)
- School may provide an evaluation at no cost to student
- Documentation focuses on determining whether student is eligible for services based on specific disability categories in the I.D.E.A.
College
- The High School I.E.P. and 504 may not provide sufficient information for determining reasonable accommodations
- Additional documentation may be needed to support the need for services
- Student may be required to complete an evaluation at own expense
- Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations
Parental Role
High School
- Parent has access to student records and can participate in the accommodation process
- Parent advocates for student
College
- Parent does not instantly have access to student records without student’s written consent
- Student is responsible for advocating for self
Instruction
High School
- Teachers may modify curriculum and/or alter pace of assignments
- Multi-sensory approach to learning is provided
- Students can expect weekly testing, mid-terms, finals and graded assignments
- Attendance is taken and reported
College
- Instructors are not required to modify curriculum design or alter assignment deadlines
- You are assigned substantial amounts of reading and writing which may not be directly addressed in class
- Student tends to rely on course lectures and may or may not experience a multi-sensory approach to learning
- You are responsible for attending class. Attendance may or may not be taken.
Grades and Tests
High School
- I.E.P. 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 take time to remind you of assignments and due dates
College
- Grading and test format changes (i.e. multiple choice vs. essay) are generally not available
- Accommodations on HOW tests are given (extended time, test proctors) are available when supported by an accommodation letter
- Testing is usually infrequent and may be cumulative, covering large amounts of material
- Makeup tests are seldom an option; if they are, you need to request them
- Instructors 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
Study Responsibilities
High School
- Tutoring and study support may be a service provided as part of an I.E.P. 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
College
- Tutoring DOES NOT fall under Disability Services.
- Students with disabilities must seek out tutoring resources as they are available to all 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
Last Updated 11/2018. Modified from West Chester University Office of Services for Students with Disabilities.