Transition Information
Student Accessibility Services or “SAS” ensures that qualified students with disabilities have equal and meaningful access to CFCC programs and activities through reasonable accommodations. We are committed to providing a barrier-free learning environment in accordance with federal law.
Differences Between High School
and Post-secondary Education for Students with Disabilities
| High School | Post-secondary Institution |
|---|---|
| Summary | |
| IDEA is about success | ADA is about access |
| Applicable Laws | |
| IDEA (Individuals with Disabilities Education Act) | ADA (Americans with Disabilities Act of 1990) |
| Section 504, Rehabilitation Act of 1973 | Section 504, Rehabilitation Act of 1973 |
| IDEA ensures success; students entitled to services | ADA ensures equal access; protects from discrimination |
| Required Documentation | |
| IEP (Individualized Education Plan) and/or 504 plan | Documentation must provide current information on specific functional limitations for each category of disability and show a substantial limitation (IEP/504 Plan alone, is insufficient) |
| School provides evaluation at no cost to student | Student must obtain evaluation at own expense |
| School retests over time | Additional accommodations and/or a change in the impact of the disability may warrant additional documentation |
| Student Role | |
| Student is identified by the school and is supported by parents and teachers | Student must self-identify to the Student Accessibility Services department |
| Primary responsibility for arranging accommodations belongs to the school | Primary responsibility for sharing Accommodation Plan belongs to the student; student must initiate contact with instructor to utilize approved accommodations for specific courses |
| Parental Role | |
| Access to student records | No access to student records without student’s written consent |
| Parent advocates for student | Student will be expected to exhibit self-advocacy and to communicate their needs for reasonable accommodations |
| Mandatory involvement in accommodations process | Student can allow parental participation, but all aspects of the accommodations process rests on student |
| Instructors | |
| Teachers may modify curriculum and/or alter pace of assignments | Instructors are not required to modify design or alter assignment deadlines |
| Teachers prompt students about grades, assignments, and due dates | Student must monitor own progress and manage their time |
| Student is expected to complete assignments that are then discussed and often re-taught in class | Student is responsible for substantial amounts of homework which may not be directly addressed in class |
| Attendance is legally mandated | Attendance is the student’s responsibility; student accepts consequences of non-attendance |
| Tests and Grades | |
| IEP or 504 plan may include modifications to test format and/or grading | Grading and test format changes (i.e. multiple choice vs. essay) may not be available; accommodations on HOW tests are given (extended time, quiet environment) are available when supported by disability documentation |
| Testing is frequent and covers small amounts of material | Grading and test format changes are generally not available. However, accommodations on how it is given may be available. Testing is usually infrequent and may be cumulative, covering large amounts of material |
| Teachers often take time to remind students of assignments and due dates | Instructors expect students to read, save, and consult the course syllabus (outline), which spells out exactly what is expected, when things are due, and how the student will be graded. Depending on the circumstances, accommodations may or may not be reasonable or required |
| Disability Service Provider Role | |
| Primary responsibility for accommodations belongs to the school; school seeks out students and reminds/creates/ coordinates additional resources as needed | SAS determines eligibility for reasonable accommodations under the ADA and Section 504 upon request from student; refers students to campus resources as potential needs are identified |
| Conduct | |
| Disruptive conduct may or may not be accepted | Students who are disruptive and are unable to abide by the institution’s code of conduct are deemed “not qualified” and can be dismissed |
