The Individual Education Plan
(IEP) and/or 504 plan is used in high school. The IEP is the school’s responsibility until graduation or age 22. Students can be tested by the school
or referred by parent to be eligible for an education plan. In college, a student might need more
documentation for category of disability.
Susan Walter, Transition Consultant in Illinois, describes a summary to support
the transition. One of the biggest
changes is self-advocacy. In high school, the student is identified and
supported by the parents and teachers. Parents typically advocated for the
student or teachers would approach you if they believe you need assistance. In college, it’s the students’ responsibility to
identify themselves as someone who has a disability. They must also request supports and arrange
accommodations with teachers and professors themselves. Professors are usually helpful, but expect
the student to initiate. Parents, who
usually had access to all records in high school, do not have access to student
records without the student’s written permission. Tutoring and support for
studying may have been provided in high school as a service, but tutoring does
not fall under disability services in college.
Students must find their own tutor through the general tutoring services
at the school. You have to management
your assignments independently at college, while the high school schedules are
well structured. Test modifications are included in the IEP in high school that
can change essay’s to multiple choice as well as longer time and unique accommodations.
In college, you are only allowed extended time, test proctors, and quite places
to take the test. Grading and test
format changes are not generally available.
Professors expect you to keep up with the class, using the class
syllabus. Make-up tests are optional to
professors, while they are readily available in high school. College is harder
than high school for someone with a disability, but support disability services
are still available.
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