Many students and families find it difficult to understand the differences between high school and college disability support services. \u00a0Overall, the responsibilities of the student and of the teaching institution are very different at the post-secondary level. \u00a0Here are some key points:<\/p>\n
At the high school level, disability related supports and services are usually designed to maximize a student’s potential.<\/p>\n
At the post-secondary level, disability related accommodations are granted to create a \u201clevel playing field,\u201d rather than to help a student reach his or her greatest potential. Often, the reason certain accommodation requests are not approved is that they go beyond the scope of this goal to change the learning requirements of the class for just one student. \u00a0In other words, college accommodations are intended to eliminate hurdles to student learning as related to his or her disability so that all students can academically compete as fairly with one and other as is reasonably possible.<\/p>\n
The purpose of the IDEA (and the way disabilities under the law are defined) is to ensure students are successful relative to their own abilities in the K-12 system.\u00a0 The ADA and Section 504 (and the way disabilities under the law are defined) provide a reasonable means to ensure student access to the same college environment as his or her peers. This \u201caccess\u201d context leaves success in college up to the student.<\/p>\n
At the high school level, the school is responsible for identifying students with disabilities, assessing those students, and providing them services as appropriate to their level of need. Students cannot be dismissed for poor academic performance. Performance standards must be designed to maximize student learning relative to his or her very individual potential.<\/p>\n
At the post-secondary level, students self-identify with their Disability Support Office, and are responsible for providing appropriate documentation and assessments.<\/p>\n
IEPs and 504 Plans provided in the K-12 system may<\/strong> not suffice as adequate documentation in a postsecondary institution.\u00a0 Both IEP\u2019s and 504 Plans are required under sections of laws that do not apply in post-secondary education (see ADA and 504 sections above). IEP\u2019s and 504 Plans may be helpful to colleges, but are often insufficient as the sole form of documentation.<\/p>\n At the high school level, part of a student’s plan may include mandated follow-up by school staff to inform parents of the student’s academic performance, completion of homework, etc.<\/p>\n At the post-secondary level, parents interested in their child’s academic progress must ask the student directly.\u00a0Marymount may not, by law, share information about a student\u2019s academic performance unless the student gives the college permission to do so.<\/p>\n At the high school level, a formal plan (IEP or 504 Plan) makes it the school’s responsibility to arrange for the student to receive disability related supports.<\/p>\n At the post-secondary level, each the student who is both registered with the Student Accessibility Office and approved to receive accommodations, must request his or her accommodations and communicate with whomever on campus may be charged with putting them into place. \u00a0For example, in order to use testing accommodations, the student must:<\/p>\n Student Access Services and the Student Academic Hub are not responsible for knowing a student\u2019s schedule and\/or arranging accommodations without some form of initiation from the student.<\/p>\n Services vary from college to college. \u00a0Students transferring from one post-secondary institution to another may experience differences in the level of service offered. \u00a0Any student with questions should contact Student Access Services at access@marymount.edu or (703) 284-1538.<\/p>\n","protected":false},"excerpt":{"rendered":" Many students and families find it difficult to understand the differences between high school and college disability support services. \u00a0Overall, the responsibilities of the student and of the teaching institution are very different at the post-secondary level. \u00a0Here are some key points: Philosophical Differences At the high school level, disability related supports and services are […]<\/p>\nCommunication with Parents\u00a0<\/strong><\/h3>\n
Accommodation Arrangement\u00a0<\/strong><\/h3>\n
\n