For Prospective Students & Families
Disability Support | Student's New Role | Transition Tips for Students | Parent & Family Transition | Supporting Documentation | UR Transition | Accommodations | Campus Visits | UR Resources | External Resources
The Student's New Role
It's a whole new world! All services and arrangements for accommodations start with, YOU, the student. In the secondary setting, services were implemented by a team of educators and parents with an aim towards promoting your success.
In the post-secondary setting, the responsibility shifts. You must seek out assistance (i.e., self-identifying) by contacting disability service offices, such as CETL, to arrange access.
This is a fundamental change in the way the you relate to instructors and advisers; as a college student, you will now initiate all services and accommodations.
|Ways in which students with disabilities are accommodated|
differ significantly between secondary and post-secondary level
|Secondary focus is to promote SUCCESS||Post-secondary focus is to provide ACCESS|
|The Individuals with Disabilities Act (IDEA) and Section 504 of the Rehabilitation Act is implemented at the secondary school level with an aim toward success for all students entitled to a Free and Appropriate Education (FAPE) at their Local Education Agency (LEA).||The Americans with Disabilities Act (ADA) as well as Section 504 of the Rehabilitation Act guides college-level accommodation policy with an aim towards access for “otherwise qualified” students based on the colleges’ admission criteria|
|Modification of instruction and curriculum are commonly provided in response to student learning needs||Through an interactive interview process, reasonable accommodations are identified to ensure equal access and participation. Essential elements of the course objectives are not modified.|
|The LEA is responsible for identifying a student’s disability, determining eligibility for services and implementing appropriate accommodations||The student identifies their request for services to disability office, and provides documentation that verifies eligibility for accommodations specific to a functional limitation|
|Cost of evaluations are borne by the LEA||Cost of evaluations are borne by the student|
|Individual Education Plans or 504 Plans are created to guide the students’ instruction and mandate services||Higher Education institutions do not develop comparable individual education plans|
|Teachers and parents arrange services and assistance for student||Student must initiate request for services and arrange required accommodations|
|School-based services based on demonstrated need are put in place to promote success, such as:
||Post-secondary accommodations are intended to mitigate the impact of disability based on eligibility to ensure access, such as:
|Personal aide services are arranged and provided by school district||College is not responsible for personal aide services|
|Teachers and parents remind student to complete homework, help in exam preparation and time management||Student independently plans homework and creates reading and study schedules|
|High school provides a highly regimented, closely-monitored schedule with homework assigned at regular intervals||College schedule has more free, unstructured time; classes meet less frequently, more difficult homework and heavy reading load|
|Parents communicate routinely with teachers, and can easily monitor student academic progress||Parents have no contact with instructors, and written consent is required to access student progress|
|Parents and teachers guide and intervene on student’s behalf, recommending strategies and supports||Student needs to self-advocate, articulate their needs for services and accommodations proactively, and pursue resources on campus for assistance|
Attribution: The Advocacy Consortium and Learning Disabilities Association of America