One Thousand Days Transformed - The Campaign for Cedarville

Transition to College

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

 K-12 EducationPostsecondary/Higher Education
The Laws: I.D.E.A. (Individuals with Disabilities Education Act)

Section 504 of the Rehabilitation Act, Subpart D: Preschool, Elementary, and Secondary Education.

FERPA (Family Educational Rights and Privacy Act).
ADA (Americans with Disabilities Act, including ADAAA amended act)

Section 504 of the Rehabilitation Act, Subpart E: Postsecondary Education

FERPA (Family Educational Rights and Privacy Act).
Application of the Laws: Individualized Education Plans (IEP) provide specialized instruction and related services to eligible students with disabilities, ensuring student success and measuring growth.
Schools are responsible for identifying students with disabilities and developing a plan (IEP) for success. School provides modifications and services outlined in the IEP to meet stated goals.
504 plans provide students with equal access to the learning environment for academic success.
All children are entitled to a free and appropriate public education in the least restrictive environment.
Parents have the right to access their child’s records and have some control over disclosure of personally identifiable information from education records.
Qualified students with disabilities are entitled to equal access to programs and activities of the institution.
Students who plan to pursue accommodations are required to self-identify their disabling condition and make the request according to the institution’s procedure.
Academic accommodations are for the purpose of providing equal access to qualified students with disabilities. All students are responsible for meeting institutional criteria and course requirements.
Students apply for admission to postsecondary schools. Individual institutions determine admission criteria for acceptance.
When a student turns 18 years old or enters a postsecondary institution at any age, the rights for access and control of educational records transfers from parents to student.
Student and Parental Roles: Parents are part of the IEP team and are involved in the decision-making process to determine services.

Parents have control over student records.

Parents advocate for the student.
Student chooses whether to self-identify to the student disability services office and seek possible accommodations.

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

Student advocates for self.
Of Disability
School district is responsible for evaluation to document student’s disability and formulate a plan for success. School district absorbs cost of evaluation. Institution has the right to require professional documentation that evaluates student’s current condition, states the diagnosis and justifies the need for accommodation. Student is responsible for the cost of evaluation.

Accommodations: School pursues the student and puts accommodations and/or modifications of curriculum into effect according to student’s individualized education plan or 504 plan.

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.
Student follows the procedures required by the institution to self-identify a disability and make the request for academic accommodations.
The disability services office at the postsecondary institution evaluates requests for accommodation.  504 plans and IEPs from high school do not transfer to postsecondary schools.
Personal services and equipment are not reasonable requests and are not provided.

Accommodation requests are individually evaluated and may not interfere with fundamental course objectives or course structure.
Coursework: Coursework and grades may be modified, depending on the student’s individualized education plan. All students must meet course requirements.  Grades are based on required coursework and course standards as determined by the institution and its professors.


Students with Disabilities Preparing for Postsecondary Education:  Know Your Rights and Responsibilities

Transition of Students With Disabilities To Postsecondary Education: A Guide for High School Educators

ADA Q & A:  Section 504 and Postsecondary Education

Preparing Students with Disabilities for College Success: A Practical Guide to Transition Planning
By Stan F. Shaw, Joseph W. Madaus, Lyman L. Dukes III