Accommodations

High School

College

Applicable Laws:

• IDEA (Individuals with Disabilities Education Act)
• Section 504, Rehabilitation Act of 1973

IDEA is about success.

Applicable Laws:

• ADA (Americans with Disabilities Act of 1990)
• Section 504, Rehabilitation Act of 1973

ADA is about access.

Student Responsibilities in High School:

• Student is identified by the school and is supported by parents and teachers.
• Primary responsibility for arranging accommodations belongs to the school.
• Teachers approach students if they believe students need assistance.

Student Responsibilities in College:

• Student must self-identify to the Academic ADA Coordinator in the Reeg Academic Resource Center. Student must provide documentation.
• Primary responsibility for arranging accommodations belongs to the student. However, even after accommodations are approved, Reeg ARC team members are available to support students and advocate for students' needs in the pursuit of academic access.
• Professors are usually open and helpful, but students must initiate contact if they need assistance. Students are responsible for communicating often with faculty members about their accommodations and are responsible for their academic success.

Parental Role in High School:

• Parent has access to student records and can participate in the accommodation process.
• Parent advocates for the student.

Parental Role in College:

• Parent does not have access to student records without student's written consent.
• Student advocates for self.

Instruction in High School:

• Teachers may modify curriculum and/or alter pace of assignments.
• Students are expected to read short assignments that are then discussed, and often retaught, in class.
• Students seldom need to read anything more than once, and sometimes listening in class is enough.

Instruction in College:

• Professors are not required or expected to modify curriculum design or alter assignment deadlines.
• Students are assigned substantial amounts of reading and writing, which may not be directly addressed in class.
• Students need to review class notes, text, and other materials regularly.

Grades and Tests in High School:

• IEP or 504 plan may include modifications to test format and/or grading.
• Testing is frequent and covers small amounts of materials.
• Make-up tests are often available.
• Teachers often take time to remind students of assignments and due dates.

Grades and Tests in College:

• Grading and test format changes (e.g., multiple choice vs. essay) generally are not available. Accommodations to how tests are given (e.g., extended time, test proctors, etc.) are available when supported by documentation.
• Testing is usually infrequent and may be cumulative, covering large amounts of material.
• Make-up tests are seldom an option; if they are, students must request them.
• Professors expect students to read, save, and consult with course syllabus (course outline); the syllabus spells out exactly what is expected, when it is due, and how students will be graded.

Study Responsibilities in High School:

• Tutoring and study support may be a service provided as part of an IEP or 504 plan.
• Students' time and assignments are structured by others.
• Students may study outside of class as little as 0 to 2 hours a week, which may mostly be last-minute preparation.

Study Responsibilities in College:

• Tutoring does not fall under disability services. Students with disabilities must seek out tutoring resources, which are available to all students.
• Students manage their own time and complete assignments independently.
• Students need to study for at least 2 to 3 hours outside of class for each hour in class.