Support Reources for Students with Disabilities
For students with a 504 Plan or IEP, life after high school brings exciting opportunities—but it can also come with a big learning curve. The support systems you’ve had in place throughout K–12 education change significantly when transitioning to college or other postsecondary options. Understanding your rights and responsibilities and how to advocate for yourself is crucial for a smooth transition.
Whether you’re heading to a university, community college, trade school, military, or straight into the workforce, this guide will help you and your family prepare for what’s ahead.
Transitioning from high school to college is a significant change for students and parents. Students take on more responsibility, from managing their schedules and academics to handling finances and personal well-being. Parents, on the other hand, shift from being hands-on managers to offering guidance and emotional support from a distance. Understanding and adjusting to these changing roles can ease the process and help both parties thrive during this exciting yet challenging time.
Open communication is key. Regular discussions about expectations and challenges help ensure both students and parents stay on the same page. Students should communicate their struggles, whether academic, social, or emotional, while parents should listen and offer advice when appropriate, without being overly involved.
As students embrace independence, they must take ownership of their time management, academic progress, and personal growth. College demands self-discipline and organizational skills, and students must proactively seek help when needed. College is a time for personal exploration, and students should take advantage of this opportunity to develop confidence and resilience.
For parents, the role shifts from logistical manager to mentor. While offering emotional support and advice is important, parents should resist the urge to micromanage. Instead, they should encourage their child’s independence and foster responsibility, especially around finances and decision-making.
Providing a safe space for students to express challenges and ask for guidance is vital during this time.
While challenges are inevitable, realistic expectations help both students and parents navigate the change. College is a process of adjustment, and there will be successes and setbacks along the way. By maintaining open communication, respecting boundaries, and balancing support with independence, both students and parents can make the most of this transformative period and set the stage for future success.
Understanding the laws protecting your rights as you transition is critical. Two important pieces of legislation, IDEA (Individuals with Disabilities Education Act) and Section 504 of the Rehabilitation Act, provide essential protections and accommodations for students with disabilities in education. Although both laws aim to ensure equal access to education, they have distinct roles.
IDEA ensures that students with disabilities receive a free appropriate public education (FAPE) tailored to their individual needs. It applies to students aged 3 to 21 and mandates the creation of an Individualized Education Program (IEP), which outlines the specific services, supports, and goals for the student. IDEA focuses on providing special education services for those who require them, ensuring that students are educated in the least restrictive environment possible.
Section 504, on the other hand, is a civil rights law that prohibits discrimination based on disability. It applies to all students in public and private schools that receive federal funding. Section 504 guarantees that students with disabilities are not excluded from programs or activities and provides accommodations (such as extended test time or accessible facilities) to help students fully participate in general education. Unlike IDEA, Section 504 does not require special education services but ensures equal access to existing educational programs.
The key differences between the two laws include eligibility criteria, where IDEA requires specialized services, and services provided, with IDEA focusing on special education and Section 504 on accommodations. Both laws, however, ensure that students with disabilities receive equitable access to education.
Ultimately, both IDEA and Section 504 are critical in ensuring students with disabilities can succeed academically.
Understanding and applying these laws helps create an inclusive and supportive educational environment where every student can thrive.
If your child has a learning difference, choosing the right college involves more than just finding a school that offers appropriate accommodations. You need to ensure that the college supports their learning and social needs and fosters an inclusive culture where disabilities are accommodated, welcomed, and celebrated. Here’s a comprehensive guide to finding such a college, along with essential questions to ask during your search.
- Researching Colleges
Start by compiling a list of colleges known for their support services for students with disabilities. Use websites such as the National Center for College Students with Disabilities (NCCSD) to identify potential schools. Additionally, consult college ranking lists that highlight institutions with strong disability support programs. - Evaluating Disability Services
Once you have a list of colleges, delve into their specific disability services. Look for comprehensive programs that offer the following:
– Academic Accommodations: Extended time on tests, note-taking services, and assistive technology.
– Counseling and Support: Access to mental health services, academic coaching, and tutoring.
– Social Support Programs: Peer mentoring, social skills groups, and clubs for students with disabilities.3. Assessing Campus Infrastructure - Ensure the campus infrastructure is accessible and supportive:
– Physical Accessibility: Are all buildings, classrooms, and dormitories wheelchair accessible? Are there accessible transportation options on campus?
– Assistive Technology: Does the campus offer resources such as screen readers, speech-to-text software, and other assistive technologies?
– Housing Accommodations: Are there housing options specifically designed for students with disabilities? Are there quiet study areas and sensory-friendly spaces? - Understanding the Community Culture
A college’s culture plays a significant role in your child’s experience. Look for schools that actively celebrate diversity and inclusivity:
– Student Testimonials: Talk to current students with disabilities about their experiences. Ask about the level of acceptance and support they feel on campus.
– Diversity and Inclusion Programs: Check if the college has offices or initiatives dedicated to diversity, equity, and inclusion, and if disability is part of their agenda.
– Events and Awareness: Are there events, workshops, or campaigns focused on disability awareness and acceptance?
1. Colleges have different legal obligations than high schools.
Colleges can provide other support and services than you might have gotten in high school. They don’t have to provide specialized instruction or tutoring.
They have to follow federal civil rights laws, which include Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act.
Their purpose is to ensure equal access for people with disabilities and to protect them against discrimination.
Colleges provide accommodations to students who are eligible under the ADA. They don’t typically offer 504 plans like high schools do, though.
Colleges also don’t have to give you the same academic support you had in high school. If students can provide evidence that they need a specific accommodation, they may be eligible to get it in college.
2. You must register as a student with disabilities to get accommodations.
You apply for accommodations separately from the college application process – It usually begins after you’ve been accepted and enrolled.
To get accommodations in college, you need to register as a student with disabilities through the disability services office.
Providing a copy of an IEP or evaluation during the application process does not guarantee accommodations.
Colleges usually have instructions for registering for disability services on their website. Look for the instructions on the page for the school’s disability services office.
3. The requirements for documentation in college are changing.
You must provide evidence of a disability to get accommodations. Colleges have typically required the most recent high school evaluation report.
Many colleges require the documentation to be within three years or less.
4. There are no “case managers” in college.
You may have a dedicated contact person at the disability services office, but this person doesn’t function in the same way as a high school case manager.
5. Different schools offer different levels of support.
All colleges with federal funds must ensure equal access to students with disabilities. That means they have to provide reasonable accommodations.
Accommodations are different from modifications. A student can’t bring a formulas list into a statistics test. That would be a modification. Giving extra time for the test is an example of an accommodation.
Here are some other typical accommodations in college:
Having a note-taker for class lectures
Making audio recordings of lectures
Using a laptop computer in the classroom
Taking exams in a distraction-reduced room
It’s a good idea to visit the disability services office or the person coordinating services at the colleges you’re interested in attending. You can ask questions about potential supports and services.
6. Parents are no longer automatically in the loop.
When you’re in high school, your parents are legally entitled to be part of the process. That’s not true when you’re a student in college. The law protects your privacy. If your parents want to talk to the disability services officer or anyone else involved in your accommodations, they’ll need permission from you and the school.
7. Colleges don’t provide evaluations for learning and thinking differences.
After high school, you must go for a private evaluation if you want updated test results or suspect undiagnosed learning or thinking differently.
When visiting campuses or speaking with college representatives, ask detailed questions to gauge the level of support and inclusivity. Here are some key questions:
Disability Services and Accommodations:
- What specific academic accommodations are available for students with learning disabilities, ADHD, or ASD?
- How are accommodations requested and implemented?
- Are there dedicated staff members or advisors for students with disabilities
Support Programs:
- Are there specialized programs for students with ASD, ADHD, or other learning disabilities?
- What types of tutoring and academic support are offered?
- Are there workshops or resources on time management, study skills, and organization?
Social and Emotional Support:
- What counseling services are available on campus?
- Are there peer mentoring programs or support groups specifically for students with disabilities?
- How does the college promote social inclusion and prevent bullying or discrimination?
Faculty Training and Awareness:
- What training do faculty and staff receive regarding working with students with disabilities?
- How does the college ensure that all faculty members understand and respect accommodations?
Campus Culture and Inclusivity:
- How does the college promote a disability-inclusive culture?
- Are there student organizations or clubs for students with disabilities?
- How are disability awareness events and activities integrated into campus life?
Resource Examples (click a logo for details):
Disability Services & Resources
