When students and families are thinking about college, often the first thoughts that come to mind are the college’s location, the majors, the social opportunities, and the cost. For a student with an IEP or Section 504 plan, one consideration bears just as much attention: disability services. The experience students have with the office often determines whether their college years will be smooth or stressful.
What Can I Expect After High School
Many families are surprised to learn their child’s IEP or Section 504 plan does not automatically carry forward to college. In K-12 settings, Child Find, the obligation under IDEA (the law governing IEPs), ensures students with suspected disabilities will be evaluated and receive special education services. Under Section 504, The Americans with Disabilities Act protects students with impairments, and students regarded as having impairments, from discrimination. Colleges, however, are required to provide equal access, not to ensure access. IDEA ends with high school and Section 504, as followed in high school, looks different in college.
What Does This Actually Mean
In college, students are responsible for registering with Disability Services, maintaining contact with Disability Services, and advocating for their needs with their professors. Equal access in college can look very different from supported access in high school. Where modifications to the curriculum are allowable in high school (such as reduced answer choices, modified curriculum pacing, or reduced workloads), these typically will not be allowable in college settings. Accommodations such as extended test time or alternative setting are more likely to be considered by colleges, but will be determined on a case by case basis with appropriate supporting evidence for their necessity.
Once a student turns 18, their educational rights transfer to them (even if they’re still in high school). Colleges will expect students to advocate on their own behalf, and will not speak to parents unless their student has signed release of information. Therefore, self-advocacy skill development, and understanding of disability needs, should begin long before the student is applying to college.
What Should I Look for In a Disability Services Office
Along with touring the college lecture halls, dining halls, and halls of residence, be sure to meet with the Disability Services Office. Ask questions about the documentation required to approve necessary accommodations. Often a recent psychoeducational evaluation used to create your last IEP or Section 504 plan will suffice. Some may request updated neuropsychological testing. Knowing this early can reduce some of the senior year urgency.
Ask how many students access the Disability Services Office, and how many staff are available to support the need. An office inundated with requests may prove costly if your requests are processed after exam deadlines. Find out about the intake process and whether you are able to bring a support person to your intake (such as a parent). Be sure to prep for this discussion, and understand your IEP or Section 504 plan in depth. Be ready to support the requests with evidence.
Support Beyond the Accommodation Letter
A letter to your professors noting your approved accommodations may be all you want. However, if you know you will need support with executive functioning, tutoring, writing, and all the other demands of a college curriculum, ask about support programs. Some are fee-based, and some are free. Knowing what is available to you can make all the difference as you navigate the step to college.
The Right Fit
The right Disability Services Office won’t make college easy, but it can make all the difference in smoothing the transition.
At Alera Educational Services, I help students with IEPs and Section 504 plans compare colleges considering the support of the Disability Services Office. I make sure students feel well prepared to advocate for their needs, prepare for disability services meetings, and plan for a smooth transition well before orientation. If you’d like support planning for the path ahead, I’d be happy to talk.
Erin Sharkey, Ed.S., NCSP, a school psychologist and special education administrator, founded Alera Educational Services. Alera was founded to fill a gap in services for students to find success and clarity on their path to post-high school success. Alera is based in Hinsdale, IL, and serves students nationwide.
