Secondary Education vs. Higher Education
Page Content Receiving accommodations in high school would be a different experience than higher education. Below are common differences in the experience that students may encounter.
Laws   K-12 Individuals with Disabilities Education Act of 1975 (IDEA) Section 504, Rehabilitation Act of 1973 IDEA is designed to promote student success. University Americans with Disabilities Act of 1990 (ADA)/Americans with Disabilities Act Amedment Act of 2008 Section 504, Rehabilitation Act of 1973 ADA is designed for equal access to degree programs.    Documentation   K-12 Individual Education Plan (IEP)  School provides psycho-educational evaluation at no cost to the student. Documentation focuses on determining whether student is eligible for services based on specific disability categories in IDEA. University No IEPs Student must obtain and provide the psycho-educational evaluation or other professional documentation at his or her own expense. Documentation must provide information on specific functional limitations and demonstrate the need for accommodations.    Self-Advocacy   K-12 The student is identified by the school and is supported by parents, staff and teachers. Primary responsibility for providing accommodations belongs to the school. Teachers approach the student if they believe he or she needs assistance and support. University The student must self-identify to the Office of Disability Services. Primary responsibility for self-advocacy and arranging accommodations belongs to the student. Professors are usually open and helpful, but most expect the student to initiate contact if needed.    Instruction   K-12 Teachers may modify curriculum and alter curriculum pace of assignments and projects. The student is expected to read short assignments that are then discussed and often re-taught in class. The student seldom needs to read anything more than once, sometimes listening in class is adequate. University Professors are not required to redesign or alter assignments. Substantial amounts of reading and writing is usually necessary and required to be successful. The student needs to review class notes, text, and material regularly.    Grades & Tests   K-12 IEP or 504 plan may include modifications to test format and grading. Testing is frequent and covers small amounts of material. Make-up tests are often available. Teachers frequently take time to remind the student of assignments and due dates. University Accommodations as to how tests are given are available when supported by disability documentation. Testing is usually infrequent and may be cumulative, covering large amounts of material. Make-up tests are seldom an option; if they are, the student request needed. Professors expect the student to read, save, and consult the course syllabus.    Responsibilities   K-12 The student's time and assignments are structured by teachers and staff. The student may study outside class as little as 1 to 3 hours a week. University The student manages his or her own time and completes assignments independently. The student needs to study at least 2 to 3 hours outside of class for each hour in class.    ‭(Hidden)‬ Tabs Script - Must be at bottom of zone