High School to College Transition

Understanding and Shifting Away from IEPs and 504 Plans

IEPs (Individualized Education Programs): Designed for students with specific disabilities that require special education services.

  • Developed through a team that includes teachers, parents, and specialists. Specifies individualized goals, services, and accommodations.

504 Plans: For students with disabilities who do not require special education but need accommodations to access the general curriculum.

  • Focuses on providing equal access to education rather than modifying the curriculum.

Families and students should prepare for the end of 504 plans and IEPs as they move to college, where these K-12 accommodations won’t apply. However, under Section 504 of the Rehabilitation Act, colleges and universities that receive federal funding are required to ensure their programs, facilities, and activities are accessible to students with disabilities.

Accommodations must be reasonable, and it is important to note that parents and guardians no longer automatically receive educational information from the institution.

Transitioning from IEPs and 504 Plans to College Accommodations 

  • Self-Advocacy is KEY! Unlike in K-12, students must advocate for themselves in college. This includes understanding their rights and responsibilities. K -12th grade IEPs and 504 Plans fall under The Individuals with Disabilities Education Act (IDEA). On the other hand, accommodations in higher education are outlined by the Americans with Disabilities Act (ADA), as well as Section 504 of the Rehabilitation Act. This means there are adjustments in the rights and responsibilities of college students.
  • Rights:
    • Students are entitled to accommodations that provide equal access to educational opportunities.
    • Students have the right to participate fully in all aspects of college life, including classes, extracurricular activities, and housing.
    • Students have a right to equal access support services like tutoring and counseling.
    • Students have a right to confidentiality.
  • Responsibilities:
    • Students must take the initiative to request accommodations through Accessibility Services.
    • Students should discuss approved reasonable accommodations directly with instructors at the start of the semester.
    • Students are responsible for submitting current and relevant documentation to Accessibility Services to support their accommodation requests.
    • Students need to understand and follow the college’s specific procedures for requesting accommodations, which may include deadlines and forms.
    • Students are expected to meet the same academic standards as their peers, with accommodations designed to provide equal access. Modifications to courses or grading are not a part of university accommodations.
      • Success versus Access
        • In K-12th grade, the focus is on student success. In higher education, the focus is on equal access. Access is about leveling the playing field and providing opportunities.
    • Students are expected to maintain and update their documentation should their needs change or if they require new accommodations.

Understanding the Parent/Guardian Role in the Transition from K-12 to College

As your child prepares to transition to college, your role in their journey will naturally shift. This is an exciting time of growth, independence, and new opportunities, but we also understand that it can feel like a big adjustment for both you and your student.

In college, students are expected to take the lead in advocating for themselves—requesting accommodations, communicating their needs, and navigating their academic and personal responsibilities. While this level of independence is essential for their success, we know that your guidance and support remain invaluable. Though privacy laws like the Family Educational Rights and Privacy Act (FERPA) may limit direct parental involvement in meetings with college officials, there are still many meaningful ways you can help during this transition.

Parents/Guardians can:

  • Plan with the student before school starts
    • Vetting accessible colleges 
    • Helping student learn to discuss their needs and their disability
  • Aid student in gathering documentation
    • Updated diagnoses and current impact on major life functions
    • Understanding the difference in documentation
  • Offer emotional support and encouragement
  • Help the student understand the transition 
  • Foster independence and encourage self-advocacy

Steps To Take

  • Start Early:
    • Begin planning for the transition during senior year of high school. This includes gathering necessary and current evaluations/documentation, and understanding what is required of you as you transition to college.
    • Take time to review our Accessibility Services Handbook
  •  Contact Accessibility Services:
    • Reach out to learn about our specific requirements for requesting accommodations and providing appropriate documentation.
  • Review Accommodation Request Process and submit required documentation:
    • Visit our Documentation Guidelines. Prepare to provide the necessary paperwork and for potential additional documentation requests.

Please note: Reasonable accommodations are reviewed on a case-by case basis. Grading and Test format changes are generally not available. Instead, accommodations focus on HOW tests are administered. Some examples of accommodations that you may receive include:

  • Extended Time on Exams: More time to complete exams.
  • Separate Test-Taking Environment: Take tests in a designated, quieter space.
  • Note-taking Assistance
  • Flexible Deadlines: Extension for assignment due dates that may require a short turn-around.
  • Accessible Housing: Modifications for dormitory living to create equal access to living spaces.
  • Alternative Formats for Materials: Access to textbooks in formats like audio or digital.