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High school (IDEA) versus College (Section 504/ADA)

Transitioning to College 

The transition to college is an exciting time that comes with many changes! The Americans with Disabilities Act (ADA, Amended 2008) and Section 504 of the Rehabilitation Act of 1973, which apply to postsecondary education, are very different from the Individuals with Disabilities Education Act (IDEA), which covers grades K-12. This means that some adjustment of the perspectives of students, parents, and instructors is necessary when transitioning from high school to college. The Office of Disability Services staff are here to provide guidance and support to students as they navigate these changes and become self-advocates.

High School (IDEA)College (Section 504/ADA)
Every child is entitled to a Free and Appropriate Public Education (FAPE) in the 鈥渓east restrictive environment鈥� possible.Students compete for admission and must be 鈥渙therwise qualified鈥� to enter college, without consideration of disability.
Students participate in the general curriculum of the college. No continuum of placement exists.
Child Find requires all school districts to identify, locate, and evaluate all children with disabilities.The student is responsible for self-identifying as having a disability and advocating for their needs.
Focused on creation of an Individualized Education Plan (IEP) or 504 Plan that will help the student participate in the general curriculum as much as possible.Few colleges have 鈥減lans鈥� for students with disabilities. Most outline accommodations without regard to goals or progress. 
Requires yearly meeting of general education teachers, special education teachers, and auxiliary service personnel to discuss progress and set goals.The student is responsible for meeting with disability services and with instructors to discuss needs and concerns. 
Often involves significant modification of the curriculum and of assessments.Instructors are not required nor encouraged to fundamentally alter the course content or goals, though they may be required to make changes that do not affect essential course objectives.
Classroom teachers receive a copy of the IEP and should have a thorough understanding of the disability and the plan.Instructors receive a list of student accommodations. They are not given information about disabilities or diagnoses unless provided by the student. 
Law of Entitlement
Guarantees SUCCESS		Civil Rights Law
Guarantees ACCESS