Cedarville students walk on the bridge

Transition to College

  1. High School to College
  2. Accommodations
  3. Rights and Responsibilities
  4. Service Animals
  5. Emotional Support Animals
  6. Athletic Policy for Concussions
  7. Contact Us
  8. Application for Disability Services
  9. Academic Enrichment - The Cove

High School IEPs, 504s, and College Disability Services . . . So what’s the difference?

High School Cedarville University
The Laws: I.D.E.A. (Individuals with Disabilities Education Act)

Section 504 of the Rehabilitation Act

FERPA (Family Educational Rights and Privacy Act). Parents possess the right to access their child’s education records and personally-identifiable information.
ADA ( Americans with Disabilities Act, including ADAAA amended act)

Section 504 of the Rehabilitation Act

FERPA (Family Educational Rights and Privacy Act).The right to access education records and personally-identifiable information transfers from parents to the student at age 18.
The Intent of the Laws: I.D.E.A.: To enable student SUCCESS.

504: To ensure that a qualified individual with a disability is not denied access to or subjected to discrimination of any program or activity provided by the school.

FERPA: Parents/legal guardians are permitted access to their child’s records.
ADA: To provide EQUAL ACCESS.

504: To ensure that a qualified individual with a disability is not denied access to or subjected to discrimination of any program or activity provided by the school.

FERPA: Only the student has access to educational records and must give permission for anyone else to have access.
College Admission Requirements: All students have a right to a free and appropriate education in the least restrictive environment.

All students applying to college are required to meet standard college admission criteria.

Student and Parental Roles: Parents are part of the IEP team and are involved in the decision-making process for appropriate services.

Parents have access to student records.

Parents advocate for the student.
Student chooses whether to self-identify to Disability Services and whether to seek the use of accommodations.

Parents do not have access to student records or information without consent from the student.

Student advocates for self.
Documentation
Of Disability
School district pays for evaluation to document student’s disability.

Student’s IEP is the legal document produced by school district and is based on the multi-factored evaluation (MFE) and the evaluation team report (ETR) generated by school district.
Documentation of the disability is required. Student is responsible for the cost of evaluation if current documentation is unavailable.

Third party objective documentation is provided to Disability Services by a professional who is qualified to evaluate, assess, and diagnose the student’s disability. (Current ETRs are acceptable.)

IEPs and 504 plans are helpful for providing additional information.
Accommodations: Local education agency pursues the student and puts accommodations and modifications into effect.

Student’s IEP outlines accommodations and modifications agreed upon by the IEP team. IEP may include provision of personal services, depending on student’s needs.

Accommodations and modifications are part of the student’s individualized education plan.
Student self-identifies disability diagnosis and its impact. Student pursues applying to Disability Services and making the request for accommodations.

Student meets with Disability Services specialist to discuss impact of the disability. If student qualifies for accommodations, a Letter of Accommodation is provided to the student that outlines the approved accommodations. Personal services are not provided.

Accommodations are not considered reasonable if they interfere with fundamental course objectives, jeopardize the integrity of a course, or alter course structure.
Course Requirements: Curriculum modifications may be applied according to educational goals in IEP.

Grades may be modified, depending on the student’s individualized curriculum.
Student must meet the same course requirements as all students.

Grades are based on course objectives and class standards as stated in course syllabi.

 

Resources:

Students with Disabilities Preparing for Postsecondary Education:  Know Your Rights and Responsibilities
https://ed.gov/about/offices/list/ocr/transition.html

Transition of Students With Disabilities To Postsecondary Education: A Guide for High School Educators
https://www2.ed.gov/about/offices/list/ocr/transitionguide.html

ADA Q & A:  Section 504 and Postsecondary Education
http://www.pacer.org/publications/adaqa/504.asp

 

Transition Checklist

The attached PDF contains a helpful checklist for transitioning to college.