Making the Transition

Transitioning from high school to college comes with new responsibilities and expectations, especially for students with disabilities. 

• Advocacy
  In high school, parents often played a key role in advocating for their students, working closely with teachers and case managers. In college, students must take the lead in advocating for themselves. They are responsible for communicating their needs, requesting accommodations, and managing their support systems. While we’re here to provide resources and guidance, the responsibility now lies with the student.
• Access vs. Success
  High school accommodations, like IEPs or 504 Plans, were designed to ensure success in the classroom. In college, accommodations are governed by the Americans with Disabilities Act (ADA) and are focused on providing equal access to education. While accommodations are available, they must be reasonable and cannot fundamentally change the core elements of a course. Success will depend on how students utilize these resources.
• Documentation
  IEPs and 504 Plans are valuable tools for understanding a student’s educational history, but they are not sufficient for college accommodations. Students will need to provide updated, specific documentation that aligns with their disability. Visit our website for detailed documentation requirements.

The Parent's Role in College Accessibility Services
The role of the parent shifts as students become more independent.

Under the Family Educational Rights and Privacy Act (FERPA), college student’s education records are private, even for parents. However, students can sign a release form to grant access to certain information.

So, while parents can’t contact professors or staff for updates, they can:

• Stay involved by maintaining open communication with their students.
• Ask about their progress and offer guidance.
• Encourage them to sign a release form if they want us to discuss their needs with a parent.

Accommodations in College vs. High School

Students may not always receive the same accommodations in college as they did in high school.

Accommodations are designed to ensure access, they must be reasonable and cannot fundamentally alter the course. For example, accommodations like unlimited time on tests or extended time on projects may not always be deemed reasonable.

The Accessibility Resources Office works with students on a case-by-case basis, considering their documentation and disability to determine appropriate accommodations.

High School and College for Students with Disabilities: Key Differences (pdf)

Tutoring and Academic Support
The Accessibility Resources Office does not provide tutoring services. However, Longwood University offers several free academic support resources for all students:

• Tutoring Services: Free tutoring is available across a variety of subjects.
• QR Center: Offers specialized support for math-related needs.
• Writing Center: Provides free assistance with writing assignments.

Students are encouraged to sign up early for tutoring services and to communicate their needs with professors. Professors hold regular office hours, which students should utilize to discuss expectations, get help with projects, or receive additional academic support.

These resources are designed to help students succeed and take full advantage of the support available at Longwood University.