Differences Between Highschool and College

As your student transitions from High School to College, there are many changes you and especially your student should be aware about. Please take a closer look at all of the potential changes you might encounter when transitioning from High School to College.

Applicable Laws

  • I.D.E.A (Individuals with Disabilities Education Act).  
  • Section 504, Rehabilitation Act of 1973.  
  • I.D.E.A is about success.

  • A.D.A (Americans with Disabilities Act of 1990, Title II).  
  • Section 504, Rehabilitation Act of 1973.  
  • A.D.A is about access.

Required Documentation

  • I.E.P (Individual Education Plan) and/or 504 Plan.
  • School Provides Evaluation at no cost to the student.
  • Documentation focuses on determining whether the student is eligible for services based on specific disability categories in I.D.E.A.

  • High School I.E.P and 504 are not sufficient.
  • Documentation guidelines specify information needed for each category of disability.
  • Students must get an evaluation at their own expense.
  • Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations (supplemented by interactive processes with 成人影片).

Self Advocacy

  • Students are identified by the school and are supported by parents and teachers. 
  • Primary responsibility for arranging accommodations belongs to the school. 
  • Teachers approach you if they believe you need assistance.

  • Students must self-identify to the college鈥檚 Disability Services Office.
  • Primary responsibility for self-advocacy and arranging accommodations belongs to the student.
  • Professors expect you to initiate contact if you need assistance and to bring a current letter from the Disability Services Office.

Supportive Individuals Role

  • Supportive individual has access to student records and can participate in the accommodation process.
  • Supportive Individual advocate for 成人影片.

  • Supportive individual does not have access to student records without the student's written consent.
  • Student advocates for self.

Introduction

  • Teachers may modify curriculum and/alter curriculum pace of assignments.  
  • You are expected to read short assignments that are then discussed and often re-taught in class.
  • You seldom need to read anything more than once, sometimes listening in class is enough.

  • Professors are not required to modify design or alter assignment deadlines.  
  • You are assigned substantial amounts of reading and writing which may not be directly addressed in class.
  • You need to review class notes, the text, and materials regularly.

Grades and Tests

  •  I.E.P or 504 plans may include modifications to test format and/or grading.
  • Testing is frequent and covers small amounts of material.
  • Teachers often take time to remind you of assignments and due dates.

  • Grading and test format changes (i.e. multiple choice vs. essay) are generally not available.
  • Accommodations to how tests are given (extended time, test proctors) are available when supported by disability documentation.  
  • Testing is usually infrequent and may be cumulative, covering large amounts of material.  
  • Makeup tests are seldom an option and must be requested if they are available.  
  • Professors expect you to read, save, and consult the course syllabus (outline) which describes exactly what is expected of you in the course.

Student Responsibilities

  • Tutoring and study support may be a service provided as part of an IEP or 504 plan.  
  • Your time and assignments are structured by others.
  • You may study outside of class as little as 0 to 2 hours a week, and this may be mostly last minute test preparation.

  • Tutoring does not fall under Disability Services, Students with disabilities must seek out tutoring resources as they are available to all university 成人影片.
  • You manage your own time and complete assignments independently.  
  • You need to study at least 2 to 3 hours outside of class for each hour in class.