Disability support after high school

The move from high school to college changes who must act. IDEA no longer applies to the college, and the student generally has to request disability-related academic adjustments.

Request accommodations → decision → review/complaint

1RequestContact the college disability/accessibility office

Postsecondary students generally must identify the need for an academic adjustment and follow the institution’s process. An old IEP does not automatically continue as a college plan.

2DocumentProvide enough information to establish disability and need

The institution may request appropriate documentation where needed. The focus is the current functional limitation and the adjustment being requested.

3DecisionGet the accommodation decision in writing

Clarify what was approved, what was refused, how instructors are notified and how to raise implementation problems during the term.

4If refusedUse the institution’s grievance/review route

Colleges receiving federal funds must have Section 504 protections. Depending on the issue, an internal grievance and an OCR disability-discrimination complaint may be available.

1. IDEA stops; Section 504 and the ADA remain central

Colleges and universities do not have obligations under IDEA. Most postsecondary institutions are covered by Section 504, Title II of the ADA or Title III of the ADA depending on the institution.

2. The student generally has to identify the need

A postsecondary institution does not have the same Child Find duty as a school district. A student who wants academic adjustments generally must notify the institution of disability and the need for an adjustment, aid or service, usually through the disability-services office.

3. Documentation rules are different

The institution may ask for documentation of the impairment and functional limitation and may use reasonable documentation standards. It is not required to conduct or pay for the evaluation itself. The institution should consider the student individually rather than automatically deciding support from the diagnosis alone.

Use current functional evidence. A school IEP or 504 Plan can be useful history, but the college may need documentation showing the current disability-related barrier and requested adjustment.

4. Academic adjustments and auxiliary aids

Assessment

Extended time, different test setting, accessible format or other individualized testing adjustments.

Access

Captioning, interpreters, readers, accessible electronic material, note-taking support or assistive technology depending on need.

Academic structure

Possible reduced course load, scheduling changes or other adjustments where required and where essential academic requirements are preserved.

5. Colleges do not have to fundamentally alter the program

A college is not required to lower or substantially modify essential academic requirements or provide an adjustment that fundamentally alters the nature of a program or creates an undue financial or administrative burden. Those conclusions should be based on an individualized analysis, not a blanket policy that a particular adjustment is never allowed.

6. If an adjustment is refused

Ask for the decision and reasons in writing.
Continue the interactive process. Clarify the functional barrier and whether another effective adjustment would work.
Use the institution’s disability grievance route.
Consider OCR. Section 504 and Title II complaints can fall within the Department of Education Office for Civil Rights’ jurisdiction where applicable.

7. Prepare before graduation

Get copies of evaluations, IEPs/504 Plans and the school’s summary of performance.
Ask prospective colleges what documentation they require before enrollment.
Contact disability services early; accommodation implementation can take time.
Learn how to communicate needs directly rather than relying on a parent to manage every meeting.
Connect with state VR if employment or postsecondary support may be available.