Special Education Students: University Dreams And Realities

Students with special educational needs have a variety of options to continue their education after high school. In the US, students with disabilities can stay in high school until they are 18, 21, or even 22 years old, depending on the state. After that, they can attend vocational schools, two- or four-year colleges, or universities. While colleges are not legally required to provide the same level of support as high schools, they must comply with federal civil rights laws and provide reasonable accommodations to students with disabilities. Students with disabilities who plan to continue their education need to be aware of their rights and responsibilities, as well as the obligations of postsecondary schools towards them, to ensure they have a full opportunity to benefit from the postsecondary education experience.

What are the rights of students with disabilities in the US?

The rights of students with disabilities in the US are protected by several federal laws. These include the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA), the Education for All Handicapped Children Act of 1975, the Individuals with Disabilities Education Act (IDEA), and the Americans with Disabilities Act Amendments Act of 2008. Together, these laws ensure that students with disabilities have access to education and are protected from discrimination.

The Rehabilitation Act of 1973 was the first federal legislation to address the civil rights of people with disabilities. Section 504 of this Act prohibits discrimination against individuals with disabilities in educational programs and other activities that receive federal financial assistance. This includes public schools, institutions of higher education, and other state and local education agencies. The Act requires that schools provide a "free appropriate public education" (FAPE) to qualified students with disabilities, which may include regular or special education, as well as related aids and services to meet their individual needs.

The Americans with Disabilities Act (ADA) of 1990 extends the protections against discrimination to all individuals with disabilities in the US, regardless of whether the programs or activities they participate in receive federal financial support. The ADA prohibits discrimination by state and local governments, which includes public schools. The ADA was amended in 2008 to broaden the interpretation of disability and ensure that the rights of individuals with disabilities are upheld.

The Education for All Handicapped Children Act of 1975 guarantees a free and appropriate public education (FAPE) for every child with a disability in the US. This Act changed the way students with disabilities experienced education by mandating better identification and treatment of disabilities and ensuring that families had due process rights. Financial incentives were also made available to educational entities that complied with federal disability laws.

The Individuals with Disabilities Education Act (IDEA) of 1990 articulates the rights of students with disabilities and the services that must be provided to them in elementary and secondary school. IDEA requires Individualized Education Plans (IEPs) for students with disabilities and has helped make schools more inclusive and effective in educating these students. IDEA also requires that schools provide an education in the least restrictive environment (LRE), meaning that students with disabilities should be educated with their peers without disabilities to the maximum extent appropriate, with supplemental aids and services provided as necessary.

While these laws provide a framework for protecting the rights of students with disabilities, the specific programs and services available can vary depending on the state, the school district, and the individual's needs. It is important to note that the transition from high school to college can be challenging for students with disabilities, as colleges are not required to provide the same level of supports and services as high schools. However, almost all colleges have a disability services office that coordinates accommodations for students with disabilities.

How do colleges accommodate students with disabilities?

Students with disabilities can often face barriers when attending college, but there are laws and accommodations in place to ensure they can pursue their academic goals. These accommodations are coordinated through a disability services office, which students must register with to receive support. While colleges don't have the same legal obligations as high schools, they are required to follow federal civil rights laws, such as the Americans with Disabilities Act (ADA), which ensures equal access for people with disabilities.

• Universal Design of Instruction (UDI): Instructors using UDI aim to create an inclusive learning environment that caters to students with various learning styles, physical abilities, reading levels, neurotypes, and ethnicities.
• Disability Counselors: Counselors from student or disability services work with students to coordinate appropriate accommodations in compliance with ADA guidelines. These counselors can guide students throughout their undergraduate studies and even help them transition into the workforce. Common accommodations include additional time for assignments and in-class work.
• Living Accommodations: Colleges provide accessible housing options for students with physical disabilities. This includes features such as wheelchair ramps, elevators, and special parking spaces.
• Assistive Technology: Students with physical disabilities can benefit from ability switches, which enable them to use mobility devices and electronics. Eye-tracking software, for example, allows students to control computers with their eyes. Voice recognition software assists with writing and navigating computers.
• Mobile Apps: There are various mobile apps available to aid students with physical disabilities. AudioNote, for instance, combines notepad and voice-recording functions to simplify note-taking. Voice Dream Reader is an app that reads texts aloud for students facing reading challenges.
• Sign Language Interpreters: Colleges provide sign language interpreters to assist deaf and hard-of-hearing students.
• Test-Taking Accommodations: Students with disabilities may receive extended time for tests and alternative formats, such as oral exams or the use of assistive listening devices.
• Course Substitutions and Waivers: Colleges may offer course substitutions or waivers to accommodate students with disabilities.

It is important to note that the specific accommodations provided can vary across colleges, and students should contact the disability services office to understand the range of support available.

What are the requirements for documentation of disability?

The requirements for documentation of disability vary across colleges and universities. However, there are some general guidelines that students can follow when seeking accommodations for their disability. Firstly, students must register with the disability services office at their college to request accommodations. This process typically involves completing a registration or application form, and students may be required to log into the college system with their student ID to do so.

The specific documentation required will depend on the nature of the disability and the accommodations being requested. For example, students with learning disabilities may need to provide test results or reports from educational psychologists, while those with physical disabilities may need to submit medical records or reports from physicians. Some common documentation requirements include:

• A description of the disability, including diagnosis and history.
• Information on the current impact of the disability on daily living and educational settings.
• Details of the expected duration, frequency, severity, and progression of the condition.
• A record of the past use and effectiveness of disability services.

It is important to note that colleges and universities have varying requirements for how recent the documentation must be. While some may accept documentation that is three years old or less, others may have different standards. Students should check with the disability services office at their specific college to understand the exact requirements and ensure they provide the necessary information.

What are the differences between high school and college for students with disabilities?

Students with disabilities can go to university, and many do. However, there are differences between high school and college for students with disabilities that are worth noting.

Academic Support

High schools are required to provide academic support to students with disabilities, under the Individuals with Disabilities Education Act (IDEA). This means that students may receive specialized instruction or tutoring. In contrast, colleges are not bound by IDEA and are therefore not obligated to provide the same level of academic support. While colleges must adhere to federal civil rights laws, such as the Americans with Disabilities Act (ADA), they are primarily responsible for providing equal access and protecting students against discrimination. This means that accommodations may differ between high school and college.

Student Advocacy

In high school, parents and teachers play an active role in advocating for and supporting students with disabilities. They have access to student records and can participate in the accommodation process. However, in college, the student must take on the primary responsibility for self-advocacy and arranging accommodations. While colleges usually have a disability services office, the student must register and initiate contact with this office to receive support.

Instruction and Assignments

The instruction and assignment structure also differ between high school and college. In high school, teachers often provide more direct instruction, following a prescribed curriculum, and may modify the curriculum or pace of assignments to accommodate students' needs. They also frequently remind students of assignments and due dates. In contrast, college professors typically have more flexibility in their teaching approach and are not required to modify instruction or deadlines. They expect students to take initiative, seek help if needed, and manage their time effectively.

Testing and Grading

The testing and grading practices vary significantly between high school and college. In high school, testing is more frequent and covers smaller amounts of material. Makeup tests and review sessions are often available, and mastery is usually demonstrated by reproducing what was taught. In college, testing is less frequent but covers more material and emphasizes the application of knowledge to new situations or problems. Makeup tests are not commonly offered, and students are expected to actively participate in any review sessions provided.

Study Time and Independence

The transition from high school to college also brings a shift in study time and expectations of independence. In high school, students may spend around 30 hours per week in class, with minimal outside study time required. In college, the number of hours spent in class decreases, often ranging from 12 to 16 hours per week. However, college courses typically require more extensive reading, research, and group projects, necessitating effective time management and organization skills. Additionally, college students take on more adult responsibilities, such as managing finances, handling car maintenance, and taking care of daily tasks like laundry and grocery shopping.

What are the options for students with severe disabilities?

Students with severe disabilities have a range of options available to them after high school. These options can vary depending on the type and severity of the disability, as well as the resources and support provided by the student's family.

In the US, students with severe disabilities can stay in high school until they are 18, and in some cases, up to the age of 22. During this time, they can learn job skills and gain work experience through part-time jobs or internships. For example, they may work at a library, a nursing home, or a business. This additional time in high school allows them to develop the skills needed for independent living and gain some work experience before transitioning to the next phase of their lives.

After high school, students with severe disabilities can pursue various options. They may be eligible for employment training or join a day program, where they receive support from staff to perform jobs similar to those at Goodwill, such as sorting donations and pricing items. There are also activity centers for individuals with profound disabilities who are unable to work. Additionally, group homes are an option for those who cannot live independently or continue to receive family care.

For those with severe disabilities who wish to pursue higher education, there are colleges and universities that offer inclusive programs and services. For instance, California State University Northridge (CSUN) has a two-year, non-degree program called CSUN Explorers, which caters to adults with intellectual and developmental disabilities. Auburn University's EAGLES Program provides a similar opportunity for a two- or four-year college experience, preparing students with intellectual disabilities for independent living and career pursuits.

Additionally, the Higher Education Opportunity Act (HEOA) has expanded access to financial aid for students with intellectual disabilities attending Comprehensive Transition Programs (CTPs). These programs offer academic, career, and technical instruction, as well as independent living support, to enhance employability. As of May 2023, there were 310 non-degree programs across US colleges and universities, offering students with intellectual disabilities the chance to take college classes, engage in career development, and participate in campus social life.

When considering higher education options, it is essential to look for accommodations and support services, physical accessibility, inclusiveness and diversity, and academic programs that align with the student's career goals and interests. Many institutions go beyond the minimum requirements of the Americans with Disabilities Act (ADA) to provide a rich and inclusive college experience for students with disabilities.

Frequently asked questions