Transitioning from high school to college
New York Film Academy is committed to equal opportunity for education and full participation for students. All students transitioning to college from high school experience challenges with increased responsibilities both academically and personally. In particular, students with disabilities making this transition must be prepared and understand the changes in the kinds of resources and services available to them. The laws that apply to students through elementary and secondary education are different when compared to those that apply to post-secondary education. Student in colleges and universities have to be far more involved and be responsible for communicating and coordinating their accommodations. The chart below lists the difference a student can expect when transitioning to their post-secondary institution.
Applicable laws
| High School | College |
|---|---|
I.D.E.A. (Individuals with Disabilities Education Act) | A.D.A. (Americans with Disabilities Act of 1990) |
Section 504, Rehabilitation Act of 1973 | Section 504, Rehabilitation Act of 1973 |
I.D.E.A. is about SUCCESS | A.D.A. is about ACCESS |
Require Documentation
| High School | College |
|---|---|
| I.E.P. (Individualized Education Plan and/or 504 Plan. | High School I.E.P. and 504 are not sufficient. Documentation guidelines specify information needed for each category of disability.
|
| School provides evaluation at no cost to student. | Student must get evaluation at own expense. |
| Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A. | Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations. |
Self-Advocacy
| High School | College |
|---|---|
| Student is identified by the school and is supported by parents and teachers. | Student must self-identify to the Office of Accessibility Services. |
| Primary responsibility for arranging accommodations belongs to the school. | Primary responsibility for self-advocacy and arranging accommodations belongs to the student. |
| Teachers approach student if they believe the student needs assistance. | Instructors are usually open and helpful, but most expect the student to initiate contact if assistance is needed. |
Parental Role
| High School | College |
|---|---|
| Parent has access to student records and can participate in the accommodation process. | Parent does not have access to student records without student’s written consent. |
| Parent advocates for student. | Student advocates for self. |
Instruction
| High School | College |
|---|---|
| Teachers may modify curriculum and/or alter pace of assignments. | Instructors are not required to modify curriculum design or alter assignment deadlines. |
| Students are expected to read short assignments that are then discussed, and often re-taught, in class. | Students are assigned substantial amounts of reading and writing which may not be directly addressed in class. |
| Students seldom need to read anything more than once, and sometimes listening in class is enough. | Students need to review class notes and text material regularly. |
Grades and Test
| High School | College |
|---|---|
| I.E.P. or 504 plan may include modifications to test format and/or grading. | Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Accommodations to HOW tests are given (extended time, test proctors) are available when supported by disability documentation. |
| Testing is frequent and covers small amounts of material. | Testing is usually infrequent and may be cumulative, covering large amounts of material. |
| Makeup tests are often available. | Makeup tests are seldom an option; if they are, students need to request them. |
| Teachers often take time to remind students of assignments and due dates. | Instructors expect the student to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected, when it is due, and how work will be graded. |
Student Responsibilities
| High School | College |
|---|---|
| Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan. | Tutoring DOES NOT fall under Accessibility Services. Students with disabilities must seek out tutoring resources as they are available to all students. |
| Student’s time and assignments are structured by others. | Students manage their own time and complete assignments independently. |
| Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation. | Students need to study at least 2 to 3 hours outside of class for each hour in class. |
Some helpful links
Going to College – A resource for teens with disabilities
http://www.going-to-college.org
Disability Rights Education & Defense Fund
http://dredf.org/advocacy/comparison.html