While accommodations are available at both the secondary and postsecondary levels, there are important differences in students' rights, responsibilities, and the process for obtaining accommodations. If you believe you are eligible for services or are interested in additional information, please complete an application for services.

Secondary (High School)Postsecondary (College)
Legal Differences
  • Individuals with Disabilities Education Act (IDEA, 2004)
  • IDEA is about facilitating SUCCESS
  • Americans with Disabilities Act (ADA, 1990)
  • ADA is about facilitating ACCESS
The Rehabilitation Act applies to high school and college students (i.e., Section 504 regarding accommodations, Section 113 regarding Pre-Employment Transition Services, and Vocational Rehabilitation [VR] transition services for VR clients).
Documentation
  • IEP and/or Section 504 Plan
  • Evaluation provided at the school's expense
  • Documentation intended to determine eligibility for servies based on specific categories in IDEA
  • Documentation guidelines specify information required for each category of disability
  • Student is responsible for providing necessary documentation (i.e., testing)
  • Documentation must include information on specific functional limitations and must demonstrate the need for specific accommodations
Self-advocacy
  • Student is identified by the school; supported by parents and teachers
  • School is responsible for arranging accommodations
  • Teachers may approach the student if they feel they are in need of help
  • Student must self-identify (disclose) to the office of student accessibility services 
  • While the school must provide accommodations as arranged, the student is responsible for arranging and ensuring accommodations are provided
  • Professors may wait for the student to initiate contact if help is needed
Parental Role
  • Parent has access to the student's records
  • Attends IEP or Section 504 meetings
  • Parent may advocate for their child
  • Student must provide written consent for parent to access student records (due to FERPA)
  • Students attend meetings on their own (unless they provide consent and request for parent to attend meetings)
  • Student must advocate for themselves
Instructional Differences
  • Teachers may modify curricum or assignments in certain courses
  • Content is supported differently (i.e., material for homework may be discussed in class or retaught)
  • Class sizes may range from small (eight students) to large (30+)
  • Professors are not required to make modifications to curriculum
  • Many classes require large amounts of reading and writing which may or may not be reviewed in class
  • Class sizes may range from 20 to more than 75 students
Student Responsibility
  • Tutoring and academic support may be a part of a student's IEP or 504 plan
  • The student's time is structured by others (i.e., in school eight hours a day)  
  • Study time outside of class may be minimal
  • Tutoring and academic support are not a part of the Office of Student Accessibility Services; students use the tutoring/academic support services
  • The student structures his or her own time to complete assignments
  • An average of two to three hours per credit hour is usually required in college-level classes (i.e., a three-credit class requires approximately eight additional hours of preparation)