Understanding the Transition from High School to College
Questions? Contact Us!
Jennifer Argo
Disabilities Services Coordinator
jdargo@dmacc.edu
515-964-6850
Sharon Bittner
Section 504/ADA Coordinator
sgbittner@dmacc.edu
515-964-6857
| Topic | K-12 | Higher Education |
|---|---|---|
| Students with Disabilities | Special Education services are available for students who qualify as defined under the Iowa Disability and Education Act (IDEA). | Students apply for accommodations under the Americans with Disabilities Act (ADA). |
| Identification of Disability | High Schools may assist in identifying students with disabilities. | Students must self-identify as having a disability and provide documentation of their disability. An IEP or 504 from High School may be used as part of that documentation. |
| Documentation of Disability | As part of a team process, an IEP or 504 Plan may be developed on behalf of the student. An IEP or 504 Plan does not automatically transfer to DMACC. An application for accommodation needs to be completed and documentation provided. | Documentation is a written professional evaluation, which identifies a disability that substantially limits a major life area for the expressed outcome of determining appropriate and reasonable accommodations. Students wishing to use their IEP or 504 Plan from high school may submit these documents for consideration as part of their application. An IEP or 504 Plan may provide useful history when Disability Services reviews the student's application. |
| How Support Begins | The school identifies, evaluates, and plans services for students. Teachers and school teams monitor implementation. | The student contacts the Disability Services Office, completes an application for accommodation, and provides disability documentation. |
| Modifications and Accommodations | An IEP may include special education, related services, accommodations, and, when appropriate, modifications to instruction or curriculum. | Colleges provide reasonable accommodations and auxiliary aids that address access barriers. They are not required to fundamentally alter essential course or program requirements. |
| Modified Curriculum and/or Self-Contained Classroom | IEP team determines students are able to participate in general education curriculum and if not, the curriculum is modified or a different curriculum is used | Modifications are not allowed because it fundamentally changes the course and the competencies; students must use the same textbooks, materials, and must complete the same requirements as all students |
| Para-Professional (1:1 Aide) | The IEP team will determine if this is necessary. | Students are responsible for providing a personal care attendant within the classroom and testing setting. See the Disability Services Office for further discussion. |
| Parent/ Guardian Role | Parents/guardians are generally active members of the educational planning process and may communicate directly with the school. | The student controls access to education records. Colleges generally communicate directly with the student unless the student provides written permission. See FERPA. |
| Collaboration | Parents, teachers, and students work together to ensure that the student is progressing, needs are being met, and accommodations are provided. | Students work with their instructors and the Disability Services Office to implement accommodations. |
| Academic Expectations | Supports may be built into the school day, and progress may be monitored by the school team. | Students must meet admission requirements, essential academic and technical standards, course requirements, and conduct expectations. |
| Test Reader | The student may have someone read the test and define words or re-word the question so they can better understand. | The test will be read word for word; a test reader may not define words or assist in any other way. Text-to-Speech technology is generally used. |
| Textbooks | If needed, alternate reading materials are used based on the student's grade level. | Textbooks are written for the college level. Students are required to purchase their textbooks. |
| Assistive Technology | A student's IEP may identify needed assistive technology. | Assistive technology will be determined on a case-by-case basis. The student is responsible for providing personal devices or equipment. |
| Retake Exams as a Modification | Some students may have this available to them as part of their IEP or 504 Plan. | Retaking exams is not a standard process in a college setting and may be considered a fundamental alteration of the course or program. The student is allowed to take an exam the same number of times as all other students in the class. |
| Transportation | Transportation is provided and paid for by the school district. | Students are responsible for arranging their own transportation as well as paying for the service. |
| Success | Many professionals collaborate with students and parents to ensure that students are successful. | The ADA ensures that students with disabilities have equal access in college and that they are provided with the same opportunities as all students. |
| Contact Person | Students typically have one person at the school as a main contact for parents. | Students may have several individuals they work with including Disability Services staff, Academic Advisors, Counselors, and Faculty. |
Key takeaway: College accommodations focus on equal access. The student takes the lead in requesting, arranging, and using approved accommodations while meeting essential academic and program requirements.
Sources: U.S. Department of Education, Office for Civil Rights, “Students with Disabilities Preparing for Postsecondary Education”; DMACC internal guidance regarding high school students enrolled in DMACC coursework.