Lana Oconnell
Students with special needs have various options to continue their education after high school, including vocational and career schools, two- and four-year colleges, and universities. While only 22% of special-needs students enroll in college, those with minor conditions that can be accommodated can attend almost any university. Colleges and universities are not required to provide specialized instruction or tutoring, but they do have to follow federal civil rights laws, such as Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). These laws protect students from discrimination and ensure that academic adjustments are made as necessary. Many colleges and universities have disability services offices that provide accommodations and support services for students with learning and thinking differences.
| Characteristics | Values |
|---|---|
| Special education in college | No |
| Colleges have disability services | Yes |
| Colleges fall under the Individuals with Disabilities Education Act | No |
| Colleges have to provide the same level of support as high schools | No |
| Colleges have to follow federal civil rights laws | Yes |
| Colleges have to provide accommodations | Yes |
| Colleges have to provide modifications | No |
| Colleges have to provide specialized instruction or tutoring | No |
| Colleges can provide a greater range of support | Yes |
| Colleges can have professional tutors | Yes |
| Colleges can run study skills and time management workshops | Yes |
| Colleges can provide similar programs and assistance for students with disabilities | Yes |
| Colleges can charge more for students with disabilities | No |
| Colleges have a person who coordinates compliance with Section 504, Title II, or both laws | Yes |
| Colleges require evidence of a disability | Yes |
| Colleges require recent evidence of a disability | Yes |
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What You'll Learn
University disability services
Students with special needs have several options available to them after graduating from high school. Some may choose to enter the workforce immediately, taking on jobs such as janitorial work, food service, retail, or participating in "sheltered workshops" or "work centers". Others may continue their education at universities that offer programs and assistance for students with special needs. While colleges don't fall under the Individuals with Disabilities Education Act and aren't required to provide the same level of support as high schools, almost all colleges have disability services to assist students with learning and thinking differences.
These disability services offices ensure colleges comply with federal civil rights laws, such as Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). They provide accommodations like extra time for tests, note-taking services, sign language interpreters, physical access, and assistive technology. Some colleges may also offer a broader range of support, such as specialized tutors or study skills and time management workshops.
To access these services, students typically need to provide evidence of their disability, such as a recent high school evaluation report. They will be assigned a dedicated contact person who will advocate for their needs, such as writing letters to professors explaining the required accommodations.
Students and their families can research and visit the disability services offices of the colleges they are interested in to understand the specific accommodations and support services offered. This proactive step ensures that students with special needs can make informed decisions about their continued education and receive the support they require to succeed.
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Student privacy rights
Students with special needs have several options available to them after graduating from high school. Some may enter the workforce immediately, taking up jobs in janitorial services, food service, retail, or in "sheltered workshops" and "work centers". Others may pursue further education, with some universities offering programs and assistance for students with special needs. These programs can include classes on reading, writing, math, banking, independent living, and sexuality and relationships.
Regardless of the path chosen, students with disabilities have certain privacy rights that are protected by law. In the United States, the Department of Education is responsible for enforcing student privacy laws such as the Family Educational Rights and Privacy Act (FERPA) and the Protection of Pupil Rights Amendment (PPRA). FERPA defines "education records" as those records related to a student that are maintained by an educational institution or agency. This includes records collected, maintained, or used by a public agency, such as those for students with disabilities who are placed in a private school or facility by a public agency.
Under FERPA, public agencies must inform parents of children with disabilities when information is no longer needed, and this information must be destroyed at the request of the parents. Additionally, states can adopt policies to ensure the confidentiality of personally identifiable information, and these policies must comply with certain federal requirements. The Individuals with Disabilities Education Act (IDEA) also provides additional protections tailored to confidentiality concerns for children with disabilities and their families.
In terms of college disability services, almost all colleges have a disability services office for students with learning and thinking differences. While colleges are not required to provide the same level of support and services as high schools, they must follow federal civil rights laws such as Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). Students can meet with a contact person at the disability services office to discuss their specific accommodation needs and provide evidence of their disability. Accommodations can include extra time for tests, while modifications (which are not allowed) would involve changing the nature of the test, such as allowing a student to bring a list of formulas into a statistics test.
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Accommodations and modifications
Modifications, on the other hand, change the learning material or the way it is delivered. For example, a student with reading and writing difficulties may have shorter reading and writing assignments, and they may be allowed to give their answers to essay-type questions orally instead of writing them down. Modifications are generally made for students with significant cognitive or physical disabilities.
In the United States, colleges do not fall under the Individuals with Disabilities Education Act (IDEA). This means that colleges are not required by law to provide the same level of support and services that a student might have received in high school. However, almost all colleges have a disability services office for students with learning and thinking differences. Students with disabilities must provide evidence of their disability to receive accommodations. They will be assigned a contact person at the disability services office who will write a letter explaining their accommodations to professors.
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Evidence of disability
Students with special needs can pursue higher education at universities, depending on the nature and severity of their needs. However, unlike high schools, colleges are not required to abide by the Individuals with Disabilities Education Act (IDEA). This means that colleges are not obligated to offer specialised instruction or tutoring. Nevertheless, almost all colleges have a disability services office that provides accommodations and support services for students with learning and thinking differences.
Students with disabilities may be required to provide evidence of their condition to receive accommodations and support services at universities. Here are some key points regarding evidence of disability:
- Requirement for Evidence: Further and Higher Education providers are generally permitted to request evidence of a student's disability before offering support or accommodations. This evidence is also necessary for accessing Disabled Students' Allowances (DSA), which are provided by funding bodies that cover fees and loans.
- Types of Evidence: The type of evidence required may vary. It often includes diagnostic reports, evaluations, or medical letters. Some universities may also offer screening and support for full diagnostic assessments of specific learning differences (SpLDs).
- Recency of Evidence: Universities may have varying requirements for how recent the evidence of disability must be. Traditionally, colleges asked for the most recent high school evaluation report, but this is changing. Many colleges now specify a timeframe, often requiring evidence from within the last three years.
- Financial Considerations: Obtaining evidence of a disability can incur financial costs, as students may need to pay for diagnostic assessments, medical letters, or other documentation. These costs can be higher for marginalised students due to racism and classism in healthcare and education systems.
- Privacy Concerns: Students may be concerned about sharing sensitive information about their disability with frontline academic staff. Universities should have processes in place to restrict how widely disability evidence is shared within the institution.
- Complaint Procedures: If a student believes their evidence of disability has been wrongfully rejected, they can make a formal written complaint to the university or funding body. However, this process may be slow, and it is essential to be confident in the validity of the evidence.
- Support from Disability Services: Students can seek guidance from the disability services office at their college or university. A dedicated contact person can assist with understanding the specific evidence requirements and accommodation processes.
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Support services
Disability Services Offices:
Almost all colleges in the United States have a disability services office that provides resources, support, and accommodations for students with disabilities. These offices work to ensure that students with disabilities have equal access to education and campus life. They may offer a range of accommodations, such as extra time for tests, specialised tutors, and study skills workshops. Students can meet with a representative from the disability services office to discuss their specific needs and determine what accommodations are reasonable and feasible.
Legal Rights and Regulations:
Public colleges and universities in the United States are legally required to create an accessible environment for students with disabilities. This includes complying with federal civil rights laws such as the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. These laws ensure that students with disabilities have equal opportunities and access to education. The ADA National Network provides information and guidance on implementing the ADA to support equal opportunities for individuals with disabilities.
Student Organisations and Associations:
Many universities have student organisations or associations specifically for students with disabilities. These groups provide a community for students with disabilities, allowing them to connect and network with their peers. They may also offer resources and support, helping students navigate campus life and disability rights. One example is DREAM, a national online student organisation with chapters on various campuses, which helps students learn about disability laws and find resources.
Additional Support:
Some universities may offer more extensive support services, such as dedicated transition programs for students with intellectual or developmental disabilities. These programs provide classes on academic subjects as well as life skills, independent living, and social relationships. Additionally, there are external organisations, such as Mobility International USA (MIUSA), that empower students with disabilities through international exchange and development opportunities.
It is important to note that the specific support services available can vary significantly between institutions. Students with special needs who are considering higher education should research the support services offered by their prospective universities and reach out to the disability services offices to discuss their individual needs and accommodations.
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Frequently asked questions
Yes, students with special needs can go to university. However, unlike in high school, colleges are not required to provide a free appropriate public education (FAPE). Instead, they must provide appropriate academic adjustments to ensure they do not discriminate based on disability.
Universities are required to follow federal civil rights laws, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). Accommodations may include extra time for tests, providing a contact person at disability services, and specialised instruction or tutoring.
It is important to be a good advocate for your child through middle and high school. Teach them how to advocate for themselves, such as by attending IEP meetings and learning how to ask for the accommodations they require.
