In high school, accommodations are provided under the Individuals with Disabilities Education Act (IDEA), which focuses on student success. Schools are responsible for identifying students with disabilities, creating an Individualized Education Program (IEP), and ensuring the student receives support.
In college, accommodations are governed by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA), which focus on equal access—not success. Students must self-identify and request accommodations through the college’s disability services office. Colleges do not provide IEPs, and students are expected to advocate for themselves.
Key differences:
Responsibility shifts from school to student.
Support is focused on access, not outcomes.
Parents are not automatically involved in the process at the college level.
Encouraging students to develop self-advocacy skills early will help them transition more smoothly to college-level expectations.
Class Structure and Teacher Expectations
| High School | College |
|---|---|
Classes meet daily | Classes typically meet 1-3 times per week |
The average length of a class is 35-45 minutes | Classes vary in length from 50 minutes to 3 hours |
Daily contact with teachers is a standard | Classes meet less frequently which impacts access to course instructors |
Guidance counselors or other school staff schedule support services for students | The student must make arrangements for support services |
A main office exists as the center of activity for the school | The student is responsible for knowing where to go to obtain information and assistance |
Teachers often take time to remind students of assignments and due dates | Professors expect the student to read the course syllabus (outline); this tells the student exactly what is expected, when assignments are due and how they will be graded |
Student progress is monitored by teachers and communicated to parents | Students monitor their own progress and are responsible for communicating with their parents |
Disability Accommodations and Services
High School | College |
Applicable law is the Individuals with Disabilities Education Act [IDEA] | Applicable laws are the Americans with Disabilities Act [ADA], the ADA Amendments Act [ADAAA], and Sections 504 and 508 of the Rehabilitation Act of 1973 |
The IDEA law focuses on success | ADA laws focus on access |
Modifications of programs and curricula are required | Only reasonable adjustments/supports are required; cannot fundamentally alter the course |
School district is responsible for identifying a student’s disability | The student must self-identify |
The school district develops Individualized Education Plans [IEPs] to define special education services | Students must identify needs and request services |
The school district provides free evaluations | The student must obtain evaluations at his/her own expense–IEPs are often insufficient documentation to verify a student’s disability |
Parent has access to student records and can participate in the IEP process | Parent does not have access to any student records without the student’s written consent (FERPA release of information) |
Parent advocates for the student | The student must self-advocate |
More information can be found in the U.S. Department of Education website: http://www2.ed.gov/about/offices/list/ocr/transition.html