College accessibility services: three things parents and students should know
Parents of a child with a 504 or Individualized Education Plan (IEP) can play a huge part in advocating for their child’s K-12 educational needs — but after high school, that role usually changes.
The Family Educational Rights and Privacy Act (FERPA) transfers access to education records to students once they attend college, moving the responsibility of communicating with educators and other school personnel to the student, unless that student chooses otherwise. Though many parents worry about this transition, they should support the process of self-advocacy, said Michelle Clarke, assistant director of student disability services at Johns Hopkins University.
“This is an opportunity for young adults and parents to learn about higher education accessibility/disability support services,” she said. “The laws, student rights and responsibilities, the differences between modifications, reasonable accommodations, and fundamental alterations and the documentation and application process are key things they should know.
Here are three main things parents and students should know about accessibility services after high school:
The difference between accommodations provided in high school and college
Colleges are required to provide reasonable accommodations to students with disabilities. However, those accommodations could differ from what they received in high school.
“Unlike high school, colleges do not have to hire personal attendants, provide laptops with assistive technology, or approve special tutoring services for students with disabilities,” Clarke said. “They also don’t have to ask faculty to spend extra time tutoring one-on-one and reteaching.”
Students and parents should also know the differences in disclosing disabilities, Clarke said. In high school, parents, teachers, and school administrators work together to identify a student’s disability and advocate for accommodations. In college, students must disclose their disability and are responsible for their accommodations and advocating for support.
Do your research before applying to college
Researching the types of accommodations postsecondary institutions provide saves students time in applying to a school that does not provide the accommodations they may need to succeed academically, Clarke said.
“Though not an inclusive list, some typical postsecondary accommodations are extended time on exams and quizzes, reduced distraction testing, a peer notetaker, use of a calculator, books in alternative formats, and assistive technology, she said. “Whatever they allow, students must follow guidelines set by the instructors and the school.”
How to advocate for accommodations in college
A student’s ability to take control of their academic experience is built through gradual involvement and being included in the process through high school. If they are not currently involved, Clarke recommends that students attend IEP meetings to learn about their disability, its impact on their learning, and accommodations that are available.
“This will help them gain insight about what works and what does not,” she said. “They can use that information to better communicate their learning needs to accessibility staff members at a postsecondary institution.”
Want to learn more? Join Clarke and CTY’s Student Support Unit on Wednesday, November 9, 2022, for a webinar on this topic. You can also visit the U.S. Department of Education and the postsecondary institution’s accessibility pages for additional information.
