Strategy
High School vs. College
Information about the differences between high school and college accommodations for students with visual impairments and blindness.
When transitioning from high school to college, the student goes from an environment that is structured to “ensure student success” to one that is designed to “allow equal access.” The Success of the student is solely the student’s responsibility in the college setting.
LEGISLATION
The Individuals with Disabilities Education Act (IDEA)
- Federal law: governs any special education service/policy for children ages 3 to graduation (or until age 21 if student remains in high school until then).
- Each Individualized Education Plan (IEP) is developed by an “educational team” for that specific child.
- The IEP stipulates how that child’s education will be individualized for the child to be successful in their own way. The child may be allowed “modifications” in the curriculum, the delivery, testing, and in the grading process.
Section 504 of the Rehabilitation Act of 1973 (Section 504)
- Protects all individuals from discrimination based on their disabilities. This Act governs any public school or college that accepts any type of federal financial assistance, but the Act itself provides no funding for the schools or colleges affected by its mandates.
- Mandates that qualified postsecondary students with disabilities be offered the opportunity to complete a degree with all other, non-disabled students.
- Prior to high school graduation, a 504 Plan will typically rely on information from a medical practitioner or a one-time test for determination of services/accommodations needed for the 504 student to succeed. The special ed student, in contrast, MUST be regularly tested and/or reevaluated in order to remain in the special education program.
- When entering college, a 504 student may need to provide their own testing to be eligible for accommodations.
The Americans with Disabilities Act of 1990 (ADA)
- Federal civil rights law: provides equal opportunities for all people with disabilities.
- The ADA requires equal access and protects individuals from discrimination based on their disabilities.
- The ADA trumps all other acts regarding students in the postsecondary world.
FAQ’S
- The primary and secondary schools support the student in achieving their version of success. The college must ensure access, NOT success.
- In college, students are not required to self-identify if they have a disability. If they choose not to open a file with their college’s disability services office, then they will not receive accommodations for coursework or assessments,
- Colleges are not required by law to provide modified curriculum, different tests, reduced assignments, or personal assistance of any sort.
- Accommodations may differ between colleges.
- Students are responsible for their own transportation, medical, psychological, and personal care services. Outside agencies, such as DARS can be helpful with this.
- If a student receives alternative format of texts, they are required to purchase each book requested to satisfy copyright laws. Students must show proof of ownership (such as a receipt) to receive the alternative format.
- Most colleges do not waive course requirements in their degree programs, however some do offer substitutions.
PROCESS EARLY CHILDHOOD – AGE 21 vs. College
Identification
- Schools responsible for identifying students
- Students must self-identify
Services
- Schools must provide needed services: OT, PT, O&M, etc
- Schools must provide free tutoring
- Schools must provide individualized instruction and goals
- Schools must make accommodations that fit student needs
- Students must seek out services
- If college doesn’t provide tutoring to non-disabled peers, student must pay for their own tutoring
- Individualized instruction is not guaranteed
- Only certain accommodations are allowed in college classroom and testing
Communication
- Schools must communicate with parents at regular intervals to discuss student’s progress
- College not allowed to contact parents without student’s permission
Accommodation arrangements
- School must develop formal plan and it is school’s responsibility to track student
- Student must ask for and “qualify” for services EACH semester
Accommodation differences
- Reduced assignments
- Extended time on assignments
- Grading changes
- Test format changes
- Repeated attempts offered to make a passing grade
- No reduced assignments
- Extended time is rarely granted
- No grading changes
- Rare test format change (i.e., large print, Braille)
- No extra attempts unless promised accommodations were not initially
Applicable Laws
- IDEA
- Section 504
- ADA
- Section 504
Required Documentation
- IEP
- School provides evaluation
- Focus is on eligibility
- IEP and 504 documents are not sufficient
- Student must get evaluation at own expense
- Documentation must indicate specific functional limitations and demonstrate the need for specific accommodations
Parent Role
- Parent has access to student records
- Parent participates in accommodation process
- Parent advocates for the student
- Parent does not have access to student records
- Student advocates for self
Editors Note: It is critical that educators, families and students understand the fundamental differences between high school support and college support, so that students can prepare for the higher level of independence and expectations that are required in college.
Written by Lorri Garcia, assistive technology specialist
This information was originally posted on the Teachers of Blind and Visually Impaired/O&M Specialists Facebook page by Sonny Summers. Used with permissioin.
By Diane Brauner
