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How will Disability Services Differ Between High School & College?
Individualized Accommodations and Services Available on Most College Campuses
Students with Disabilities...Know your Rights and Responsibilities
1. College / University Checklist
* A good first step in preparing for college is to work towards choosing a career path. This will guide what kind of education you need. Use the 'Career Cruising' internet program or other resources to examine what types of careers may be a good match for you. Ask your high school teacher for your Career Cruising user ID and password and ask them for assistance in getting on and using the Career Cruising program where you will be able to fill out an interest inventory. Once you have identified possible career paths, use Career Cruising or other resources to explore colleges or universities which offer programs to prepare you for the career paths you are interested in.
* Contact colleges / universities you may be interested in attending and obtain a course catalog to review the degree programs offered (certificate, associate or bachelor degrees) and to review what courses are required to complete the degrees you are interested in. Try to match your degree plan with a career plan which is realistic for you. It is normal to not be sure what you want to do as an adult and many students change their mind over time. The important thing is to start with your best choice and to enter college with a chosen field and plan. If needed, you can change your plan in the future.
* Before deciding on a particular college or university, contact the school and arrange to visit the school and have them give you a tour.
* As soon as you make the decision to enroll in a college, check in with the director of disability support at that institution. Ask about the documentation that you will need to provide their office, so they may provide services and/or accommodations for your classes. To advocate for yourself you need to know and understand your disability. Your high school teacher can help you with this. Also, ask about any assistive technology, tutoring labs, orientations, etc. that are offered on the campus. Note: try not to be put off by the term 'disability' - it may be easier for you to think in terms of your having tasks that may take you longer to complete or are more difficult for you to do than for other students.
* Submit a completed Application for Admission to the college. Many colleges have applications available online.
* Request your high school transcripts, most recent IEP and school psychological and have them sent directly to the college. Obtain and keep a copy of these for your own records. Make sure the high school sends an official transcript to the college not a copy. Important: if you will be requesting college accommodations for learning (such as extended test time or having tests read aloud), you will need to provide a high school psychological evaluation which is less than three years old - and this may require you to be retested in your high school Jr or Sr year. Make sure you are retested rather than just having your old psychological testing reviewed.
* Apply for financial aid and scholarships. These forms are available through your high school or the college's financial aid department. Apply no later than March for fall term assistance as funding is limited. It is recommended that you arrange to meet with a college/university financial aid staff member to fill out the FAFSA application on-line. When calling to set up this meeting, ask what information you will need to bring, such as tax records, etc.
* Complete any entrance testing required. The ACT or SAT will be required for universities. If you are interested in a community college such as Spoon River or Carl Sandburg College, make an appointment to take the placement test (COMPASS). The reading, writing, and math tests check your present skill level and assist the college's counselors when advising you on class registration. They do not want to place you in a class that is too easy or too difficult. We want your first experience in college to be a successful one! If you complete the COMPASS test, you will leave with your placement results in hand. Note: the ACT, SAT or COMPASS test results will be used to determine if you need to complete any fundamental courses at the college or university before engaging in credit level courses which will count towards your degree. Fundamental courses do not count towards your degree, but they can, at least for a period of time, be covered by financial aid.
* Make an appointment with an academic advisor. Make your appointment well before registration begins. Familiarize yourself with the college catalog, degree/certificate requirements and available on-campus technology such as student email. Share your ideas that you have about classes that interest you. Work with them to determine a schedule. Be sure to take a copy of your COMPASS scores! If you don't understand something ask questions. You can register for classes at that time or return after thinking over your choices.
* Purchase your books and other course-related materials. You will find all materials that you will need at the bookstore or the bookstore's website. Purchase books early they can run out! Remember to keep the receipt for any returns or exchanges that may occur.
Always remember: You can call the college or university, and they will forward you to the department that you need to speak with to get answers. If you do not get answers, call the director of disability support and let them assist you. We want you to feel confident and comfortable with the decisions you make about starting college. You have choices!!
* I am taking the proper high school courses needed for the college I want to attend.
* My voice is recognized as I learn to be my own advocate, effectively communicating my needs and wishes in an assertive, articulate, and polite manner.
* I have requested a current psycho educational evaluation be conducted prior to graduating, if my last one was before 10th grade.
* I am aware of my learning strengths and weaknesses and have discussed them with my counselor, school psychologist, resource room teacher, special education teacher, parents, and/or others involved in my educational programming.
* I am investigating colleges that have the resources available to meet my unique needs.
* I can discuss my disability with educators in an assertive and articulate manner and can describe how it impacts my functioning in a school setting.
* I understand the importance of maintaining files and records (receipts, medical records) because my college may need to see proof of supporting documentation.
* I have registered or taken the SAT or ACT (and requested testing accommodations well in advance of the exam, if needed).
* I have a place to study that is suitable to my learning style and I am using this location on a consistent basis.
* I have begun to think about how my disability will affect me in all aspects of my college life (classroom setting, transit, technology, communication, place of residence, leisure time, and healthy daily routine).
* I have begun to gain a sense of self awareness about my own unique personality and temperamental qualities and how they may impact the daily choices and decisions I will be making in college.
* I am learning about the skills and responsibilities necessary to live successfully on my own (self-management, self-regulation, time management, stress management, and money management).
* I am aware that the laws in high school are much different than the laws at the college level. I understand that unless I self-identify my disability at college, I will not be able to receive services through their disability support office.
* I know that each college is different but that in most cases it is best to send my educational evaluation and documentation directly to the DSS office of the university rather than to the admissions office which I apply to separately.
* I know that my disability is a private matter and that the DSS office of any college will ensure my confidentiality, especially in front of other students, if that is my desire.
* I am aware of social service providers who may be able to help me in my transition from high school to college including: IL Department of Human Services Division of Rehabilitation Services (DHS-DRS), the Division of Specialized Care for Children (DSCC), Bridgeway, etc.
At the high school level, your parents have been involved in placement decisions, and a large part of your weekly schedule has probably been structured for you. In college, you are considered an adult with rights to privacy and confidentiality. College staff cannot discuss information regarding your disability, accommodations, or your academic progress with your parents without your written consent. This can be a significant adjustment when you may be accustomed to strong parental advocacy and intervention on your behalf in K-12.
At the post-secondary level, you will be expected to make your own request for accommodations, work with an advisor to create your own class schedule, plan and utilize study time, and seek assistance when it is needed. Although the DSS Coordinator will provide a letter for your instructors to request/recommend specific classroom accommodations, you will be responsible for discussing those accommodations with each of your instructors. If a specific accommodation is not working, it is your responsibility to contact the DSS Coordinator to discuss alternative accommodations.
To be an effective self-advocate, you must be aware of your rights and responsibilities as an individual with a disability. A good resource on this is "Students with Disabilities Preparing for Postsecondary Education:Know Your Rights and Responsibilities", which is attached.
More and more high school students with disabilities are planning to continue their education in postsecondary schools, including vocational and career schools, two- and four- year colleges, and universities. As a student with a disability, you need to be well informed about your rights and responsibilities as well as the responsibilities that postsecondary schools have toward you. Being well informed will help ensure that you have a full opportunity to enjoy the benefits of the postsecondary education experience without confusion or delay.
The Office for Civil Rights (OCR) in the U.S. Department of Education is providing the information in this pamphlet to explain the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This pamphlet also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure that the school does not discriminate on the basis of disability.
OCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II), which prohibit discrimination on the basis of disability. Practically every school district and postsecondary school in the United States is subject to one or both of these laws, which have similar requirements.
Because both school districts and postsecondary schools must comply with these same laws, you and your parents might believe that postsecondary schools and school districts have the same responsibilities. This is not true; the responsibilities of postsecondary schools are significantly different from those of school districts.
Moreover, you will have responsibilities as a postsecondary student that you do not have as a high school student. OCR strongly encourages you to know your responsibilities and those of postsecondary schools under Section 504 and Title II. Doing so will improve your opportunity to succeed as you enter postsecondary education.
The following questions and answers provide more specific information to help you succeed.
As a student with a disability leaving high school and entering postsecondary education, will I see differences in my rights and how they are addressed? Yes. Section 504 and Title II protect elementary, secondary and postsecondary students from discrimination. Nevertheless, several of the requirements that apply through high school are different from the requirements that apply beyond high school. For instance, Section 504 requires a school district to provide a free appropriate public education (FAPE) to each child with a disability in the district's jurisdiction. Whatever the disability, a school district must identify an individual's education needs and provide any regular or special education and related aids and services necessary to meet those needs as well as it is meeting the needs of students without disabilities.
Unlike your high school, your postsecondary school is not required to provide FAPE. Rather, your postsecondary school is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability. In addition, if your postsecondary school provides housing to nondisabled students, it must provide comparable, convenient and accessible housing to students with disabilities at the same cost.
Other important differences you need to know, even before you arrive at your postsecondary school, are addressed in the remaining questions.
May a postsecondary school deny my admission because I have a disability?
No. If you meet the essential requirements for admission, a postsecondary school may not deny your admission simply because you have a disability.
Do I have to inform a postsecondary school that I have a disability?
No. However, if you want the school to provide an academic adjustment, you must identify yourself as having a disability. Likewise, you should let the school know about your disability if you want to ensure that you are assigned to accessible facilities. In any event, your disclosure of a disability is always voluntary.
What academic adjustments must a postsecondary school provide?
The appropriate academic adjustment must be determined based on your disability and individual needs. Academic adjustments may include auxiliary aids and modifications to academic requirements as are necessary to ensure equal educational opportunity. Examples of such adjustments are arranging for priority registration; reducing a course load; substituting one course for another; providing note takers, recording devices, sign language interpreters, extended time for testing and, if telephones are provided in dorm rooms, a TTY in your dorm room; and equipping school computers with screen-reading, voice recognition or other adaptive software or hardware.
In providing an academic adjustment, your postsecondary school is not required to lower or effect substantial modifications to essential requirements. For example, although your school may be required to provide extended testing time, it is not required to change the substantive content of the test. In addition, your postsecondary school does not have to make modifications that would fundamentally alter the nature of a service, program or activity or would result in undue financial or administrative burdens. Finally, your postsecondary school does not have to provide personal attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature, such as tutoring and typing.
If I want an academic adjustment, what must I do?
You must inform the school that you have a disability and need an academic adjustment. Unlike your school district, your postsecondary school is not required to identify you as having a disability or assess your needs.
Your postsecondary school may require you to follow reasonable procedures to request an academic adjustment. You are responsible for knowing and following these procedures. Postsecondary schools usually include, in their publications providing general information, information on the procedures and contacts for requesting an academic adjustment. Such publications include recruitment materials, catalogs and student handbooks, and are often available on school Web sites. Many schools also have staff whose purpose is to assist students with disabilities. If you are unable to locate the procedures, ask a school official, such as an admissions officer or counselor.
When should I request an academic adjustment?
Although you may request an academic adjustment from your postsecondary school at any time, you should request it as early as possible. Some academic adjustments may take more time to provide than others. You should follow your school's procedures to ensure that your school has enough time to review your request and provide an appropriate academic adjustment.
Do I have to prove that I have a disability to obtain an academic adjustment?
Generally, yes. Your school probably will require you to provide documentation that shows you have a current disability and need an academic adjustment.
What documentation should I provide?
Schools may set reasonable standards for documentation. Some schools require more documentation than others. They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist or other qualified diagnostician. The required documentation may include one or more of the following: a diagnosis of your current disability; the date of the diagnosis; how the diagnosis was reached; the credentials of the professional; how your disability affects a major life activity; and how the disability affects your academic performance. The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.
Although an Individualized Education Program (IEP) or Section 504 plan, if you have one, may help identify services that have been effective for you, it generally is not sufficient documentation. This is because postsecondary education presents different demands than high school education, and what you need to meet these new demands may be different. Also in some cases, the nature of a disability may change.
If the documentation that you have does not meet the postsecondary school's requirements, a school official must tell you in a timely manner what additional documentation you need to provide. You may need a new evaluation in order to provide the required documentation.
Who has to pay for a new evaluation?
Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment. This may mean that you have to pay or find funding to pay an appropriate professional to do it. If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you. You may locate your state vocational rehabilitation agency through this Department of Education Web page: http://www.ed.gov/about/offices/list/osers/rsa/index.html
Once the school has received the necessary documentation from me, what should I expect?
The school will review your request in light of the essential requirements for the relevant program to help determine an appropriate academic adjustment. It is important to remember that the school is not required to lower or waive essential requirements. If you have requested a specific academic adjustment, the school may offer that academic adjustment or an alternative one if the alternative also would be effective. The school may also conduct its own evaluation of your disability and needs at its own expense.
You should expect your school to work with you in an interactive process to identify an appropriate academic adjustment. Unlike the experience you may have had in high school, however, do not expect your postsecondary school to invite your parents to participate in the process or to develop an IEP for you.
What if the academic adjustment we identified is not working?
Let the school know as soon as you become aware that the results are not what you expected. It may be too late to correct the problem if you wait until the course or activity is completed. You and your school should work together to resolve the problem.
May a postsecondary school charge me for providing an academic adjustment?
No. Furthermore, it may not charge students with disabilities more for participating in its programs or activities than it charges students who do not have disabilities.
What can I do if I believe the school is discriminating against me?
Practically every postsecondary school must have a person frequently called the Section 504 Coordinator, ADA Coordinator, or Disability Services Coordinator who coordinates the school's compliance with Section 504 or Title II or both laws. You may contact this person for information about how to address your concerns.
The school also must have grievance procedures. These procedures are not the same as the due process procedures with which you may be familiar from high school. However, the postsecondary school's grievance procedures must include steps to ensure that you may raise your concerns fully and fairly and must provide for the prompt and equitable resolution of complaints.
School publications, such as student handbooks and catalogs, usually describe the steps you must take to start the grievance process. Often, schools have both formal and informal processes. If you decide to use a grievance process, you should be prepared to present all the reasons that support your request.
If you are dissatisfied with the outcome from using the school's grievance procedures or you wish to pursue an alternative to using the grievance procedures, you may file a complaint against the school with OCR or in a court. You may learn more about the OCR complaint process from the brochure How to File a Discrimination Complaint with the Office for Civil Rights, which you may obtain by contacting us at the addresses and phone numbers below, or at http://www.ed.gov/ocr/docs/howto.html.
Students with disabilities who know their rights and responsibilities are much better equipped to succeed in postsecondary school. We encourage you to work with the staff at your school because they, too, want you to succeed. Seek the support of family, friends and fellow students, including those with disabilities. Know your talents and capitalize on them, and believe in yourself as you embrace new challenges in your education.
You may be familiar with another federal law that applies to the education
of students with disabilities the Individuals with Disabilities Education
Act (IDEA). That law is administered by the Office of Special Education Programs
in the Office of Special Education and Rehabilitative Services in the U.S.
Department of Education. The IDEA and its Individualized Education Program
(IEP) provisions do not apply to postsecondary schools. This does not discuss
the IDEA or state and local laws that may apply.
Copyright 2007 Western Region Transition Planning Committee