Tips 4 Teens with IEP's - HS vs College
High School to College - IEPs are not 504s
The transition from high school to college is usually difficult for most teens because many of the rules have changed. In addition, there are no nagging adults demanding that you follow through, finish your work or go to class. It all sounds wonderful until you have slept through your morning classes for the third time and you have automatically dropped a full letter grade because of it. If you are off the charts with an IQ of 160 it probably will not be a problem, but if you are one of the rest of us with just reasonable intelligence it can be scary trying to keep that grade up while some of the realities of adulthood start to sink in.
So let's face it,in college there are no IEPs or IDEA to support you. In college you have only ADA and 504. In order to take advantage of ADA and the 504 there are a couple of things that you must do to get what you need. First and foremost, keep the copy of your last IEP and evaluation. Hopefully the evaluation was done within the last 18 months before graduation.
Secondly, you will contact Disability Services (DS) at your college or training program and work with them to receive the accommodations and services you need.You will need your IEP and your latest evaluation report with you.
Your self-advocacy skills are critical to ensure that the you get what you need to have an equal opportunity for success in college and adult life.
The goal of special education in high school is to promote your access to your education and remediation of your education deficits through the IEP or 504 process.
In college the goal of disability services is to give you equal access to programs and services through the 504 process. The following chart illustrates the differences between high school and college in terms of what supports may or may not be given.
|
HIGH SCHOOL Continued Support from Staff & Parents |
COLLEGE Your Adult Responsibilities |
|
Attendance Class attendance is mandatory and monitored carefully. Warnings are given. |
Students are expected to follow the colleges attendance policy as stated in the syllabus or handbook and warnings are NOT given.
|
|
Interventions Teachers approach and support students who are having academic difficulties. |
Students are responsible to ask the instructor for help.
|
|
Reminders Students are reminded of assignment due dates. |
Students are responsible for keeping track of their projects, assignments, and test dates based on the syllabus and oral revisions during class.
|
|
Responsibility Teachers provide students with missed information when they are absent. |
Students must approach their instructors or other students for information they missed when absent.
|
|
Extra Credit Extra Credit assignments are given to help students raise their grades. |
Extra credit assignments are not usually given.
|
|
Make Ups Make up tests are usually available. |
Make up tests are not usually an option.
|
|
Lecture and Textbooks Teachers present information to help the student understand the textbook. |
Instructors may not follow the textbook. Lectures enhance the topic. Both are on the exams.
|
|
Disability Evaluations The IEP (Individual Education Plan) should provide adequate evaluation documentation at no cost for the development of a college 504 plan |
In college, if the IEP is not adequate, an independent evaluation will be required to document a disability which you will have to get at your expense.
|
|
Accessing, Defining, Scheduling Services In high school the school staff and parents are responsible for accessing, defining, and scheduling special education services. |
In college you are responsible for accessing, defining, and scheduling your disability services.
|
|
Identification of Disabilities The school is responsible for identifying and disclosing to staff the student’s disabilities.
The school must provide the assessment of disability, classification of the disability and involve parents. |
You must self-identify or disclose your disability in college, across environments and at the Disability Support Office. Students are not required to self-identify unless they want to access services. Students must directly request pre-approved accommodations from EACH teacher.
|
|
Records Access In high school the parents have access to the student’s records and regularly participate in the IEP process. |
In college the parents do not have access to disability related or other records unless the student provides written consent. Students advocate for themselves.
|
|
Modifications and Support Services In high school MANY different instructional modifications, accommodations, and support services are provided. (tutors, personal care attendants, personal aids/devices, OT, S/L, apps, etc.) |
Colleges are required to allow for only some accommodations, (note-taker, priority seating, extended test time, reader, scribe, use of a computer, spell checker, calculator, etc.) NOT instructional modifications or support services. They are not required to lower or effect substantial modifications to essential requirements.
|
|
Academic Progress School staff will discuss academic progress with parents or legal guardians. |
The student is considered an adult with privacy and confidentiality protections. Staff cannot talk with parents or legal guardians about the student’s academic progress.
|
|
IDEA vs 504 |
|
|
The school must develop an Individualized Education Program. The school must provide a free and appropriate education including modified program and appropriate related services, under IDEA. |
THERE IS NO SPECIAL EDUCATION AT THE COLLEGE LEVEL. The student must request specific reasonable accommodations and provide supporting evidence through documentation. Accommodations are to provide equal access and allow participation. |
|
Monitor Results The school must coordinate the provisions of all services, monitor progress, and evaluate results. |
The college must provide reasonable accommodations for students who qualify and request them. They do not monitor results. |
|
Test Formats High Schools modify curriculum, grading standards, and alter test format (oral test instead of multiple choice). |
Colleges will not make any modifications that would fundamentally alter a curriculum or class, including grade modifications and test format changes.
|
|
Confidentiality Teachers are free to approach parents without consent from student to discuss student’s progress. |
Without a release of information signed by the student the teacher cannot legally include the parents in any part of the educational process.
|
Make sure you SUBSCRIBE to the blog so you do not miss any of the topics coming up.
NSEAI's online courses efficiently lead parents and professionals to an expert level of education advocacy in just 12 days of on-demand courses that you can do at your convenience.
OUR CHILDREN DO NOT HAVE TIME TO WASTE.
LEARN TO DEVELOP A CHILD FOCUSED IEP CORRECTLY FROM THE START vs JUST ACCEPTING A LEGALLY SUFFICIENT ONE!
CHANGE THEIR LIVES NOW
AUTHORS
Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome based vs just legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.
MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the receipt of the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.
Stay connected with news and updates!
Subscribe for free to receive the latest news and updates from our team.
Don't worry, your information will not be shared.
Stay connected
Trends and Insights!
Research Based Resources
We will send you
each update!
12 Day Training to get your BCEA designation.
Just 12 days of on demand webinars (24/7) to become a Board Certified Education Advocate - BCEA
