# data[].attributes.body
Teach students their rights early. Inform them to begin the process of Accommodations during the Summer prior to beginning school in Fall.

# data[].attributes.attachment_link.readable_text
Reproduction and ordering information
U.S. Department of Education
Arne Duncan
Secretary

Office for Civil Rights
Russlynn Ali
Assistant Secretary

First published July 2002. Reprinted May 2004.
Revised September 2007. Revised September 2011.

U.S. Department of Education
Office for Civil Rights
Washington, D.C. 20202
September 2011
More and more high school students with disabilities are planning to continue their education in postsecondary schools, including vocational and career schools, two- and four- year colleges, and universities. As a student with a disability, you need to be well informed about your rights and responsibilities as well as the responsibilities postsecondary schools have toward you. Being well informed will help ensure you have a full opportunity to enjoy the benefits of the postsecondary education experience without confusion or delay.

The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This pamphlet also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure the school does not discriminate on the basis of disability.

OCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II), which prohibit discrimination on the basis of disability. Practically every school district and postsecondary school in the United States is subject to one or both of these laws, which have similar requirements.*/

Although Section 504 and Title II apply to both school districts and postsecondary schools, the responsibilities of postsecondary schools differ significantly from those of school districts.

Moreover, you will have responsibilities as a postsecondary student that you do not have as a high school student. OCR strongly encourages you to know your responsibilities and those of postsecondary schools under Section 504 and Title II. Doing so will improve your opportunity to succeed as you enter postsecondary education.

The following questions and answers provide more specific information to help you succeed.
As a student with a disability leaving high school and entering postsecondary education, will I see differences in my rights and how they are addressed?
Yes. Section 504 and Title II protect elementary, secondary, and postsecondary students from discrimination. Nevertheless, several of the requirements that apply through high school are different from the requirements that apply beyond high school. For instance, Section 504 requires a school district to provide a free appropriate public education (FAPE) to each child with a disability in the district's jurisdiction. Whatever the disability, a school district must identify an individual's educational needs and provide any regular or special education and related aids and services necessary to meet those needs as well as it is meeting the needs of students without disabilities.

Unlike your high school, however, your postsecondary school is not required to provide FAPE. Rather, your postsecondary school is required to provide appropriate academic adjustments as necessary to ensure that it does not discriminate on the basis of disability. In addition, if your postsecondary school provides housing to nondisabled students, it must provide comparable, convenient, and accessible housing to students with disabilities at the same cost.

Other important differences that you need to know, even before you arrive at your postsecondary school, are addressed in the remaining questions.
May a postsecondary school deny my admission because I have a disability?
No. If you meet the essential requirements for admission, a postsecondary school may not deny your admission simply because you have a disability.
Do I have to inform a postsecondary school that I have a disability?
No. But if you want the school to provide an academic adjustment, you must identify yourself as having a disability. Likewise, you should let the school know about your disability if you want to ensure that you are assigned to accessible facilities. In any event, your disclosure of a disability is always voluntary.

What academic adjustments must a postsecondary school provide?

The appropriate academic adjustment must be determined based on your disability and individual needs. Academic adjustments may include auxiliary aids and services, as well as modifications to academic requirements as necessary to ensure equal educational opportunity. Examples of adjustments are: arranging for priority registration; reducing a course load; substituting one course for another; providing note takers, recording devices, sign language interpreters, extended time for testing, and, if telephones are provided in dorm rooms, a TTY in your dorm room; and equipping school computers with screen-reading, voice recognition, or other adaptive software or hardware.

In providing an academic adjustment, your postsecondary school is not required to lower or substantially modify essential requirements. For example, although your school may be required to provide extended testing time, it is not required to change the substantive content of the test. In addition, your postsecondary school does not have to make adjustments that would fundamentally alter the nature of a service, program, or activity, or that would result in an undue financial or administrative burden. Finally, your postsecondary school does not have to provide personal attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature, such as tutoring and typing.
If I want an academic adjustment, what must I do?
You must inform the school that you have a disability and need an academic adjustment. Unlike your school district, your postsecondary school is not required to identify you as having a disability or to assess your needs.

Your postsecondary school may require you to follow reasonable procedures to request an academic adjustment. You are responsible for knowing and following those procedures. In their publications providing general information, postsecondary schools usually include information on the procedures and contacts for requesting an academic adjustment. Such publications include recruitment materials, catalogs, and student handbooks, and are often available on school websites. Many schools also have staff whose purpose is to assist students with disabilities. If you are unable to locate the procedures, ask a school official, such as an admissions officer or counselor.
When should I request an academic adjustment?
Although you may request an academic adjustment from your postsecondary school at any time, you should request it as early as possible. Some academic adjustments may take more time to provide than others. You should follow your school's procedures to ensure that the school has enough time to review your request and provide an appropriate academic adjustment.

Do I have to prove that I have a disability to obtain an academic adjustment?

Generally, yes. Your school will probably require you to provide documentation showing that you have a current disability and need an academic adjustment.

What documentation should I provide?

Schools may set reasonable standards for documentation. Some schools require more documentation than others. They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician. The required documentation may include one or more of the following: a diagnosis of your current disability, as well as supporting information, such as the date of the diagnosis, how that diagnosis was reached, and the credentials of the diagnosing professional; information on how your disability affects a major life activity; and information on how the disability affects your academic performance. The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.

An individualized education program (IEP) or Section 504 plan, if you have one, may help identify services that have been effective for you. This is generally not sufficient documentation, however, because of the differences between postsecondary education and high school education. What you need to meet the new demands of postsecondary education may be different from what worked for you in high school. Also, in some cases, the nature of a disability may change.

If the documentation that you have does not meet the postsecondary school's requirements, a school official should tell you in a timely manner what additional documentation you need to provide. You may need a new evaluation in order to provide the required documentation.
Who has to pay for a new evaluation?
Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment. You may, therefore, have to pay or find funding to pay an appropriate professional for an evaluation. If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you. You may locate your state vocational rehabilitation agency at http://rsa.ed.gov by clicking on "Info about RSA," then "People and Offices," and then "State Agencies/ Contacts."
Once the school has received the necessary documentation from me, what should I expect?
To determine an appropriate academic adjustment, the school will review your request in light of the essential requirements for the relevant program. It is important to remember that the school is not required to lower or waive essential requirements. If you have requested a specific academic adjustment, the school may offer that academic adjustment, or it may offer an effective alternative. The school may also conduct its own evaluation of your disability and needs at its own expense.

You should expect your school to work with you in an interactive process to identify an appropriate academic adjustment. Unlike the experience you may have had in high school, however, do not expect your postsecondary school to invite your parents to participate in the process or to develop an IEP for you.
What if the academic adjustment we identified is not working?
Let the school know as soon as you become aware that the results are not what you expected. It may be too late to correct the problem if you wait until the course or activity is completed. You and your school should work together to resolve the problem.
May a postsecondary school charge me for providing an academic adjustment?
No. Nor may it charge students with disabilities more for participating in its programs or activities than it charges students who do not have disabilities.
What can I do if I believe the school is discriminating against me?
Practically every postsecondary school must have a person-frequently called the Section 504 Coordinator, ADA Coordinator, or Disability Services Coordinator-who coordinates the school's compliance with Section 504,Title II, or both laws. You may contact that person for information about how to address your concerns.

The school must also have grievance procedures. These procedures are not the same as the due process procedures with which you may be familiar from high school. But the postsecondary school's grievance procedures must include steps to ensure that you may raise your concerns fully and fairly, and must provide for the prompt and equitable resolution of complaints.

School publications, such as student handbooks and catalogs, usually describe the steps that you must take to start the grievance process. Often, schools have both formal and informal processes. If you decide to use a grievance process, you should be prepared to present all the reasons that support your request.

If you are dissatisfied with the outcome of the school's grievance procedures or wish to pursue an alternative to using those procedures, you may file a complaint against the school with OCR or in a court. You may learn more about the OCR complaint process from the brochure How to File a Discrimination Complaint with the Office for Civil Rights, which you may obtain by contacting us at the addresses and phone numbers below, or at http://www.ed.gov/ocr/docs/howto.html.

If you would like more information about the responsibilities of postsecondary schools to students with disabilities, read the OCR brochure Auxiliary Aids and Services for Postsecondary Students with Disabilities: Higher Education's Obligations Under Section 504 and Title II of the ADA. You may obtain a copy by contacting us at the address and phone numbers below, or at http://www.ed.gov/ocr/docs/auxaids.html.

Students with disabilities who know their rights and responsibilities are much better equipped to succeed in postsecondary school. We encourage you to work with the staff at your school because they, too, want you to succeed. Seek the support of family, friends, and fellow students, including those with disabilities. Know your talents and capitalize on them, and believe in yourself as you embrace new challenges in your education.

To receive more information about the civil rights of students with disabilities in education institutions, you may contact us at :

Customer Service Team
Office for Civil Rights
U.S. Department of Education
Washington, D.C. 20202-1100

Phone: 1-800-421-3481
TDD: 1- 877-521-2172
Email: ocr@ed.gov
Web site: www.ed.gov/ocr

*/ You may be familiar with another federal law that applies to the education of students with disabilities-the Individuals with Disabilities Education Act (IDEA). That law is administered by the Office of Special Education Programs in the Office of Special Education and Rehabilitative Services in the U.S. Department of Education. The IDEA and its individualized education program (IEP) provisions do not apply to postsecondary schools. This pamphlet does not discuss the IDEA or state and local laws that may apply.

This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. The publication's citation should be: U.S. Department of Education, Office for Civil Rights, Students With Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities, Washington, D.C., 2011.
To order copies of this publication,
Write to : ED Pubs Education Publications Center, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 22304.

or fax your order to: 703-605-6794;

or e-mail your request to: edpubs@inet.ed.gov;

or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-877-576-7734. If 877 service is not yet available in your area, you may call 1-800-872-5327 (1-800-USA-LEARN).

or order online at http://edpubs.gov.

This publication is also available on the Department's Web site at http://www.ed.gov/ocr/transition.html. Any updates to this publication will be available on this website.

On request, this publication can be made available in alternate formats, such as Braille, large print. or computer diskette. For more information, you may contact the Department's Alternate Format Center at 202-260-0852 or 202-260-0818. If you use TDD, call 1-800-877-8339.

# data[].attributes.attachment_link.keywords[]
disabilities; postsecondary education; college preparation; special education; universities; civil rights; disabled student services; transition; americans with disabilities act; academic adjustments

# data[].attributes.attachment_link.title
Students with Disabilities Preparing for Postsecondary Education

# data[].attributes.attachment_link.description
This pamphlet contains information for high school students with disabilities who plan to continue their education in postsecondary schools.

# data[].attributes.body
IDEA, 504, ADA

# data[].attributes.attachment_link.readable_text
Section 504 does not require colleges and universities to create an Individualized Educational Plan (IEP) as in public schools (K - 12); and therefore, protection under the Individuals with Disabilities Education Act (IDEA) does not extend to post-secondary schools.

A student with a disability who is attending a post-secondary school is protected under Section 504 and the Americans with Disabilities Act Amendments Act (ADAAA) of 2008.

In the public schools (K - 12), the school system is obligated to identify students with a disability. This is not the case with post-secondary schools. It is the student's responsibility to disclose the disability and request specific accommodations.

Students should review this informative pamphlet provided by the Office for Civil Rights (OCR) of the U. S. Department of Education. It explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools and to assist with transitioning.

Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities
Obtaining Accessibility Services: Differences Between High School and College

The following section highlights some of the differences students will experience in college as compared to high school:

The Accommodations Process: High School and College Differences

Structured

Unstructured

School/parents direct disability needs

Student directs disability needs

School obliged to meet most needs

"Reasonable" accommodations provided

IEP outlines accommodations

Documentation outlines accommodations

High parental involvement

Limited parental involvement

Frequent school-to-parent communication

Limited/no school-to-parent communication

High teacher involvement/responsibility

High student involvement/responsibility

May provide attendants and tutors

Not required to provide attendants and tutors
(unless provided for all students)

# data[].attributes.attachment_link.description
Section 504 does not require colleges and universities to create an Individualized Educational Plan (IEP) as in public schools (K - 12); and therefore, protection under the Individuals with Disabilities Education Act (IDEA) does not extend to post-secondary schools.

# data[].attributes.body
Essential Requirements; Equitable Barrier Removal and upholding Academic Integrity

# data[].attributes.attachment_link.readable_text
A reasonable accommodation is a modification or adjustment to a course, program, service, job activity, or facility that ensures an equal opportunity for qualified students with disabilities to participate in, and enjoy the benefits of, a service, program, or activity. Aids, benefits, or services need not produce equal results, but must afford an equal opportunity to achieve equal results. When necessary, OAS staff will consult with faculty regarding whether an accommodation would fundamentally alter the nature of the service, program or activity or whether an academic requirement is essential to the instruction being pursued or to any directly related licensing requirement. In doing so, OAS will examine the following:

* Barriers between individuals with disabilities and the campus environment in accessing courses, programs, services, jobs, activities or facilities without accommodations;

* Requested modifications, accommodations, and auxiliary aids;

* Whether the proposed accommodations would fundamentally alter the nature of the course, program, service, job, activity, or facility;

* Whether an academic requirement is essential to the instruction or to any directly related licensing requirement;

* Whether effective alternatives exist that would allow the individual with a disability to participate without lowering essential requirements or fundamentally altering the nature of the program.

When the University determines that a modification related to facilities or communication would result in a fundamental alteration or undue burden, OAS shall acquire the written opinion of the proper authority, i.e. department chair of impacted discipline, providing the reasoning supporting the decision.

# data[].attributes.attachment_link.description
A reasonable accommodation is a modification or adjustment to a course, program, service, job activity, or facility that ensures an equal opportunity for qualified students with disabilities to participate in, and enjoy the benefits of, a service, program, or activity. Aids, benefits, or services need not produce equal results, but must afford an equal opportunity to achieve equal results.

# data[].attributes.body
Each University may have different guidelines. Barriers may exist in this process for students.

# data[].attributes.attachment_link.readable_text
The following guidelines are provided to assist students in identifying the information and documentation needed in order to initiate the process for obtaining reasonable accommodations. OAS engages in the interactive process with students with disabilities and accommodation requests are reviewed on a case-by-case basis. Please note that other schools and/or testing entities may have different criteria for documentation guidelines. The student is responsible for obtaining additional documentation, if needed.

Students who received accommodations in high school are encouraged to submit previous accommodations plans and evaluations, if applicable.

Attention-Deficit/Hyperactivity Disorder (ADHD)
Autism Spectrum Disorder (ASD)
Blindness or Visual Impairment
Deafness or Hard of Hearing
Learning Disability (LD)
Mobility, Systemic, or Chronic Health Condition
Psychiatric Disorder
Temporary Disability

Resources

Documentation of Disability Form - Academic Accommodations 2018 0809
Documentation of Disability Form - Housing Accommodations 2018 0720
Documentation of Disability Form - Support Animals 2018 0720
Documentation of Disability Form - Temporary Injuries 2019 1111
Referral List

# data[].attributes.attachment_link.description
The following guidelines are provided to assist students in identifying the information and documentation needed in order to initiate the process for obtaining reasonable accommodations. OAS engages in the interactive process with students with disabilities and accommodation requests are reviewed on a case-by-case basis.

# data[].attributes.body
The student role in the interactive process is to discuss the impacts of their disability, provide information/documentation on an as-needed basis, and share which disability accommodations have worked in the past. The student should continuously be participating in this interactive process throughout college career.

The Disability Services  role in the interactive process is to work with the students and their instructors to identify barriers to accessing the course, program, service, or activity and recommend reasonable accommodations that mitigate the impact of the barriers but do not fundamentally alter the essential functions of the course, program, service, or activity.

The instructor’s role in the interactive process is to share their knowledge of the essential elements of the course or program. It is also the instructor’s role to contact Disability Services if they believe that the recommended academic accommodations compromise the essential requirements of a course/program or fundamentally alter a course/program.

# data[].attributes.body
Variance of professors, instruction, modality.

Undocumented, no insurance, cultural barriers, familial barriers.

Disability Service office policies may be barrier.

# data[].attributes.headline
Social Model vs Medical Model of Disability

# data[].attributes.subject
Social Model vs Medical Model of Disability

# data[].attributes.headline
Professional Organization to follow --->

# data[].attributes.subject
Professional Organization to follow --->

# data[].attributes.attachment_link.readable_text
WELCOME

Welcome to the Connecticut Association of Higher Education and Disability (CT AHEAD) website. CT AHEAD has a membership of disability professionals that represent a considerable depth of knowledge and experience in supporting students with disabilities in higher education settings. The purpose of this website is to educate students, parents, and professionals about various services offered by Connecticut colleges and universities and share information about conferences and other activities.

Learn More

The professional members of CT AHEAD are committed to the principle that people with disabilities have the same access and academic opportunities as students without disabilities, to create a "level playing field."

Information on past and future CT AHEAD membership meetings and events, local and national conferences, and additional opportunities to expand your knowledge about trends in the field of disability services related to higher education.

CT AHEAD maintains a list of helpful resources and links for students, parents, and professionals.

# data[].attributes.attachment_link.description
Welcome to the Connecticut Association of Higher Education and Disability (CT AHEAD) website. CT AHEAD has a membership of disability professionals that represent a considerable depth of knowledge and experience in supporting students with disabilities in higher education settings.

# data[].attributes.body
Empty
K12 vs Post-Secondary
K12 vs Post-Secondary 
IDEA, 504, ADA
Reasonable Accommodations
Reasonable Accommodations 
Essential Requirements;  Equitable Barrier Removal and upholding Academic Integrity 
Documentation Guidelines
Documentation Guidelines
Each University may have different guidelines. Barriers may exist in this process for students. 
Intake Appointment
Intake Appointment 
Empty
Interactive Process
Interactive Process 
The student role in the interactive process is to discuss the impacts of their disability, provide information/documentation on an as-needed basis, and share which disability accommodations have worked in the past. The student should continuously be participating in this interactive process throughout college career. 
The Disability Services  role in the interactive process is to work with the students and their instructors to identify barriers to accessing the course, program, service, or activity and recommend reasonable accommodations that mitigate the impact of the barriers but do not fundamentally alter the essential functions of the course, program, service, or activity.
The instructor’s role in the interactive process is to share their knowledge of the essential elements of the course or program. It is also the instructor’s role to contact Disability Services if they believe that the recommended academic accommodations compromise the essential requirements of a course/program or fundamentally alter a course/program.
Empty
Empty
Empty
Barriers in Higher Education
 Barriers in Higher Education
Variance of professors, instruction, modality.
Undocumented, no insurance, cultural barriers, familial barriers. 
Disability Service office policies may be barrier. 
Social Model vs Medical Model of Disability
Social Model vs Medical Model of Disability
Empty
Empty
Empty
Empty
Professional Organization to follow --->
Professional Organization to follow --->
Empty
Empty
Empty

rounded_add

rounded_add

rounded_add

rounded_add

rounded_add