Transitioning to Higher Education

IDEA

ADA/Rehabilitation Act

Basis

Based on student SUCCESS

Based on student ACCESS

Population Served

Birth to 21/high school graduation

Post high school (or 504 plans in Public Education)

Identification

State or school district has the duty to locate, evaluate, and identify children who are suspected of being in need of special education.

Institution must provide notice of the services and how to obtain them (web, handbook, letter, etc). Student must be the one to disclose their disability.

Eligibility

§ Evaluation of an impairment that falls within one or more of 14 categories that “adversely affects educational performance” to such a degree as to warrant the provision of special education.

§ Eligibility often linked to a student’s potential.

§ Physical or mental impairment which substantially limits one or more major life activities.

§ Eligibility is based upon comparison to the average person.

Evaluation

§ School district assesses the student at least every 3 years.

§ A team, including the parent, evaluates and determines eligibility.

§ Post-secondary institutions have the right to require documentation meeting professional guidelines.

§ The institution evaluates and determines eligibility.

Purpose

Goal is to provide support and services to enable the student to meet the state standards and to maximize potential.

Goal is to provide reasonable accommodations to allow access to programs, activities, services, and benefits. No outcome expectations.

Monitoring

School is responsible for ensuring the implementation of the accommodations.

Student is obligated to request specific accommodations, supported by documentation and has the responsibility to identify any implementation issues.

Standards

Schools may be required to modify the curriculum and lower standards.

Students must meet academic and technical standards. The institution need not fundamentally alter the program or lower standards.

Services Offered

Schools provide; specially designed instruction to meet the students individual needs, evaluations, transportation, physical therapy, speech therapy, counseling, nursing services, paraprofessional assistance, etc.

Institution provides reasonable modifications to policies and procedures and offers services to enable equal access to what the institution provides. No personal services are provided. The Boston Conservatory provides free counseling and tutoring for all students, but these are not considered accommodations.

Some accommodation requests may place “undue burden” on the institution and therefore do not have to be implemented.

Behavioral Supports

School may put a Behavioral Intervention Plan in place and create strategies to support student’s behavior.

None specified. Changing the student conduct code is not recognized as reasonable.

Implementation

School and teachers are responsible for implementing accommodations.

Student is responsible for requesting accommodations, receiving approval, and notifying faculty when accommodations are necessary.Students must provide at least one month’s notice of the need for an accommodation.

Coursework

School may modify curriculum, decrease coursework expectations, or decrease number of assignments, etc.

Students are expected to complete all coursework and to attend all classes. Unlimited time to complete assignments or exams is “unreasonable”.