Understanding the Differences Between Accessibility Services in High School and College

Transitioning from high school to college can be an exciting but challenging experience, especially when it comes to understanding how disability-related accommodations are provided. The laws, terminology, eligibility requirements, and processes for receiving accommodations change significantly in a college setting. To help clarify these differences, we have outlined key distinctions in the tables below.

Important: Accommodations provided through an IEP, Section 504 Plan, or other supports in high school do not automatically transfer to college. To receive accommodations in college, students must self-identify as having a disability and formally register with Accessibility Resources. Accommodations can only be approved and implemented after completing the registration process.

Relevant Law

The Americans with Disabilities Act (ADA) is a federal civil rights law that ensures individuals with disabilities have equal access to opportunities and are protected from discrimination.

While disability laws in the K-12 educational system are primarily designed to promote student success, the ADA's role in higher education is centered on ensuring equal access to the programs, services, activities, and opportunities offered by a college or university.

Colleges and universities are committed to supporting student success and often provide a variety of academic support services that benefit all students. However, the legal requirements governing accommodations in higher education differ from those that apply in elementary and secondary schools. As a result, accommodations and supports that were available in K-12 settings may not automatically be provided in college.

The ADA requires colleges to provide reasonable accommodations that allow students with disabilities to fully participate in university life and demonstrate their knowledge and skills on an equal basis with their peers. These accommodations are intended to remove barriers to access without changing the essential requirements of a course, program, or activity.

While the ADA protects students from discrimination and promotes equal opportunity, it does not require colleges to provide special education services, personal therapies, or modifications that fundamentally alter academic standards, course requirements, or degree program expectations.

The ADA Amendments Act (ADAAA) maintains the ADA’s definition of a disability as a physical or mental impairment that substantially limits one or more major life activities, a documented history of such an impairment, or being perceived as having such an impairment.

However, the ADAAA broadens the interpretation of major life activities by providing two non-exhaustive categories: Everyday life activities and Major bodily functions.

Everyday life activities include caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working. The expanded definition also includes activities such as eating, sleeping, lifting, bending, reading, concentrating, thinking, and communicating.

Major bodily functions include the functioning of the immune system, normal cell growth, and the digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive systems.

The Individuals with Disabilities Education Act (IDEA) is a federal law that governs the delivery of special education services for eligible students from ages 3 through 21, or until they graduate from high school. Under IDEA, an Individualized Education Program (IEP) is developed by a team of educators, specialists, parents or guardians, and, when appropriate, the student. The IEP outlines the specific services, supports, and educational goals designed to meet the student’s unique needs.

The primary purpose of IDEA is to ensure that students with disabilities receive the individualized support necessary to achieve success in the K-12 educational environment and make meaningful educational progress.

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects individuals with disabilities from discrimination in programs and activities that receive federal funding.

Within educational settings, Subpart D applies to elementary and secondary schools (K-12), while Subpart E applies to colleges, universities, and other postsecondary institutions. In the K-12 environment, a 504 Plan may be developed for students who have a disability and require accommodations or adjustments to access their education. These accommodations may address barriers within the physical environment, classroom setting, instructional methods, or school-related activities.

The purpose of a 504 Plan is to ensure that students with disabilities have equal access to educational opportunities and can participate fully in the school environment alongside their peers.

The Rehabilitation Act Amendments of 1998 expanded protections for individuals with disabilities by strengthening accessibility requirements for federally funded programs and services.

A key component of these amendments is Section 508, which requires federal agencies to ensure that their electronic and information technology is accessible to people with disabilities. This includes technology used by both federal employees and members of the public.

Under Section 508, federal agencies must provide equitable access to digital content, software, websites, electronic documents, and other information technologies so that individuals with disabilities can obtain and use information and services in a manner comparable to those without disabilities.

The goal of Section 508 is to remove barriers to information and technology, promote equal access, and support full participation in programs, services, and employment opportunities offered by the federal government.

Differences Between High School and College

Applicable Law

High School
  • IDEA
  • Section 504 (D) of the Rehabilitation Act
College
  • ADA
  • ADAAA
  • Section 504 (E) of the Rehabilitation Act

Documentation

High School
  • School districts are responsible for identifying and evaluating potential students with disabilities.
  • When such a determination is made, the district plans educational services for classified students at no expense to the family.
  • Documentation focuses on determining whether the student is eligible for services based on specific disability categories in I.D.E.A.
  • Documentation is used to create an IEP and/or a 504 Plan.
College
  • Students are responsible for self-identification and for obtaining disability documentation from a professional who is qualified to assess their disability.
  • The cost of the evaluation must be assumed by the student, not the postsecondary institution.
  • Current Documentation must provide information on the specific nature of the condition or disability, functional limitations, and demonstrate the need for specific accommodations.
  • Documentation is used to create an Accommodation Plan.

Advocacy

High School
  • The parent or guardian is the primary advocate.
  • Students with disabilities from age 14 on must be invited to participate in the IEP process.
  • If the student does not attend, the district must ensure that the student's preferences and interests are considered.
  • Primary responsibility for arranging accommodations belongs to the school.
  • Teachers approach the student if they believe they need assistance.
College
  • Students must self-identify and discuss their disability and needs to work with the Accessibility Resources staff to implement reasonable accommodations.
  • The Family Educational Rights and Privacy Act (FERPA) provides for student privacy.
  • Professors are usually open and helpful, but most expect the student to initiate contact if they need assistance.

Delivery of Services

High School

School districts are responsible for identifying students with disabilities and providing special education programs and services, including related services and transition services as delineated in an Individualized Education Program.

College
  • Students are responsible for notifying the Accessibility Resources staff of their disability and of their need for reasonable accommodations.
  • Accommodations (not special education) are provided on a case-by-case, as-needed basis for students with disabilities to have equal access to the institution’s programs, services, and activities.

Parental Role

High School
  • Parent has access to student records and can participate in the accommodation process.
  • Parent advocates for the student.
College
  • Parent does not have access to student records.
  • Student advocates for themself.

Instruction

High School
  • Teachers may modify curriculum and/or alter the pace of assignments.
  • Students are expected to read short assignments that are then discussed, and often re-taught, in class.
  • Students seldom need to read anything more than once, and sometimes listening in class is enough.
College
  • Professors are not required to modify curriculum design or alter assignment deadlines.
  • Students are assigned substantial amounts of reading and writing that may not be directly addressed in class.
  • Students need to review class notes and text material regularly.

Grades and Tests

High School
  • I.E.P. or 504 plan may include modifications to test format and/or grading.
  • Testing is frequent and covers small amounts of material.
  • Makeup tests are often available.
  • Teachers often take time to remind you of assignments and due dates.
College
  • Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. How tests are given (extended time, test proctors) are appropriate academic adjustments when supported by disability documentation.
  • Testing is usually infrequent and may be cumulative, covering large amounts of material.
  • Makeup tests are rarely an option, without permission from the professor.
  • Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded.

Study Responsibilities

High School
  • Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan.
  • Students' time and assignments are structured by others.
  • Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation.
College
  • Tutoring does not fall under Accessibility Resources and is not considered an academic adjustment or accommodation. Students with disabilities must seek out tutoring resources as they are available to all students.
  • Students manage their own time and complete assignments independently.
  • Students need to study at least two (2) to three (3) hours outside of class for each hour in class.