By Sarabeth Dreis, GEAR UP North Central Region Manager, State Council of Higher Education for Virginia (SCHEV)
Reading Time: Five minutes
As K-12 students transition from one grade to another, particularly those in their senior year, it’s an ideal time to start raising awareness of essential campus resources. For students with disabilities, one of the most important steps in this process is reaching out to the campus disability office. Depending on the college, this office may be referred to as the Student Support Office, Accessibility Office, or Disability Services Office. Establishing contact with these resources early on is crucial, as it marks the beginning of securing accommodations - whether for dining, housing, or academic support - tailored to meet the individual needs of the student.
According to a 2024 report from the National Center for Disability in Postsecondary Education, more than 3 million students with disabilities were enrolled in higher education, comprising roughly 20% of the undergraduate population. However, the Center for Disease Control and Prevention estimates that one in four adults in the US lives with a disability. This suggests that the number of students with disabilities in postsecondary education could be well over 4 million. The gap between these statistics may be attributed to factors such as students being unaware of their disability, not knowing about the services available to them or choosing not to disclose their disability. Research consistently shows that students with disabilities face unique challenges, and they are less likely to graduate within four years compared to their non-disabled peers.
A critical factor in ensuring success for students with disabilities is self-advocacy. Understanding the differences between the accommodations process in high school and college is paramount. It’s important for students to recognize the legal distinctions between the laws governing educational services in high school and those that apply to higher education.
The Individuals with Disabilities Education Act (IDEA) guarantees a free and appropriate public education for students with disabilities, which includes specially-designed instruction based on individual needs. However, IDEA protections cease once a student graduates high school or reaches the age of 22. In college, students are instead protected under the Americans with Disabilities Act (ADA) - a civil rights law designed to ensure access for individuals with disabilities across all aspects of life, rather than solely in the educational context. While the ADA does protect students in both high school and college, its scope is broader in college, extending to a wider range of qualifying disabilities. For example, a student with Generalized Anxiety Disorder may not have received accommodations under IDEA in high school but could be eligible for services in college under the ADA.
Additionally, Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability and ensures that students receiving federal financial aid have access to the resources they need in higher education.
However, many students may not be fully aware of how these laws intersect or how to navigate the accommodations process in a college setting.
To support students in this transition, it’s essential to provide information on their rights and responsibilities under the ADA as early as possible, but should be well aware by their senior year. Once they get to their postsecondary education institution, students must take the initiative to self-disclose their disability and provide the necessary documentation to the institution in order to receive accommodations. According to the ruling in Guckenberger v. Boston University, institutions cannot impose unnecessarily burdensome documentation requirements that discourage students from accessing reasonable accommodations. This ruling underscores the importance of clear, accessible processes that encourage students to advocate for their needs without unnecessary barriers.
One effective way to assist students in understanding their rights and navigating the transition to higher education is through targeted meetings and events. In many states, students and their families are introduced to the concept of "transition" as early as age 14. By 16, students should have clear postsecondary goals outlined in their Individualized Education Plan (IEP). Encouraging students to attend their IEP meetings and practice discussing their disability in a self-advocating manner can help build the confidence and skills they need.
Parents also play a crucial role in this process, and it’s essential to inform them about the significant differences in educational rights between high school and college. College parents no longer have the same legal responsibilities or access to their child's educational records, which is a shift that can feel overwhelming.
To support this transition and create better understanding, high schools should involve special education staff and college disability office representatives in discussions with families. Hosting events such as college information nights, outreach activities, and including the disability office on college tours can provide families with critical insight into the resources available at the postsecondary level.
Additionally, organizing alumni panels with students who have disabilities can be an invaluable opportunity for prospective college students to hear firsthand accounts of navigating college life with a disability. Also, consider adding a parent or a few to share their perspective, especially when hosting an event with parents present. These panels not only offer valuable information but can also alleviate concerns about receiving accommodations in college.
For those interested in additional resources to share with families and students, consider exploring the following:
By fostering an environment of early awareness, self-advocacy, and support, we can empower students with disabilities to successfully navigate their college experience. Connecting early to resources and understanding their legal rights will help pave the way for a fulfilling and successful educational journey.
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