Student receives academic support at the Cove

Transition to College

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

High School IEPs and College Disability Services... So what's the difference?

  High School College
The Laws: I.D.E.A.( Individuals with Disabilities Education Act) ADA ( Americans with Disabilities Act, including ADAAA amended act)
  Section 504 of the Rehabilitation Act Section 504 of the Rehabilitation Act
    FERPA (Family Educational Rights and Privacy Act)
The Intent of the Laws: I.D.E.A.: To enable student SUCCESS. 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. 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 signed permission for anyone else to have access.
Admission Requirements: All students have a right to a free and appropriate education in the least restrictive environment. All students must 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. Student chooses whether to self-identify to Disability Services and whether to seek the use of accommodations.
  Parents have access to student records. Parents do not have access to student records or information without signed consent from the student.
  Parents advocate for the student. Student advocates for self.
Evaluation and Documentation: School district pays for evaluation. Student is responsible for the cost of necessary evaluation.
  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. Third party or external documentation is provided to Disability Services by a professional who is qualified to evaluate, assess, and diagnose the student’s disability.
    IEPs, ETRs, MFEs, and 504 plans are helpful for providing additional information.
Accommodations: Student’s IEP outlines accommodations and modifications agreed upon by the IEP team. Student meets with Disability Services staff to discuss impact of qualifying disability and for development of an accommodation plan to provide equal access for the student.
Course Requirements: Curriculum modifications may be applied according to educational goals in IEP. Student must meet the same course requirements as all students.
  Accommodations and modifications are part of the student’s individualized education plan. Accommodations cannot interfere with fundamental course objectives.
  Grades may be modified, depending on the student’s individualized curriculum. Grades are based on course objectives and class standards.

The U.S. Department of Education Office of Civil Rights also provides information on transitioning from high school to college: Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities