Other Departments
https://pilotusi-my.sharepoint.com/personal/mdkirk_usi_edu/Documents/Documents/TIES.pdf
The following information is adapted from the National Secondary Transition Technical Assistance Center. http://nsttac.org
Laws
High School | College |
IDEA (Individuals with Disabilities Education Act) | ADA (Americans with Disabilities Act of 1990) |
Section 504 SubpartD, Rehabilitation Act of 1973 | Section 504, Subpart E, Rehabilitation Act of 1973 |
IDEA is about SUCCESS | ADA is about ACCESS |
Documentation
High School | College |
IEP or 504 plan | High school IEP or 504 plan are not sufficient. Documentation guidelines specify information needed for each category of disability. |
School provides evaluation at no cost to student. | Students must get evaluation at own expense. |
Documentation focuses on determining whether student is eligible for services based on specific disability categories in IDEA. | Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations. |
Self-Advocacy
High School | College |
Student is identified as student with a disability by the school and is supported by parents and teachers. | Student must self-disclose disability to Disability Resources Office before accessing accommodations. |
Primary responsibility for arranging accommodations belongs to the school. | Primary responsibility for arranging accommodations belongs to the student. |
Levels of Support
High School | College |
Parents, teachers, and counselors monitor student progress and advocate for student to seek additional help as needed. | Numerous supports available at the college level such as tutoring and supplemental instruction, but the student is responsible for locating and accessing those supports. |
Teachers approach student if they believe student needs assistance. | Professors are usually open and helpful, but most expect students to initiate contact if they need assistance. |
Study Responsibilities
High School | College |
Students are expected to read short assignments that are then discussed and often re-taught in class. | Students are assigned significant amounts of reading and writing which may not be directly addressed in class. |
Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute preparation. | Students need to study 2 to 3 hours outside of class for each hour in class. |
Tutoring and study support may be a service provided as part of an IEP or 504 plan. | Tutoring does not fall under disability resources. Students with disabilities must seek out tutoring services as they are available to all students. |
High School Teachers vs. College Professors
High School Teachers | College Professors |
Teachers often check completed homework. | Professors often do not check for completed homework, but they will assume that students can perform the same tasks on an exam. |
Teachers often remind students of missing work. | Professors often do not remind students of missing work. |
Teachers might provide students with material they miss when they are absent. | Professors expect students to get material from their peers when they are absent. |
Teachers are available to talk before and after class. | Professors expect students to utilize office hours to discuss questions and concerns. |
Teachers often take time to review assignment and test dates. | Professors expect students to review and know information on a syllabus that outlines the course material and all due dates for assignments and exams. |