Navigating the Transition from High School to College

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Making the transition from high school to college can be a significant adjustment—especially when it comes to understanding how to access accommodations. One key difference lies in the laws that apply: while the Individuals with Disabilities Education Act (IDEA) governs K–12 education, it does not extend to postsecondary institutions. Instead, colleges and universities are guided by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. 

The Difference in Access Accommodations

In high school, the environment is structured to ensure student success. In college, however, the focus shifts to ensuring equal access. This means that while colleges must provide appropriate accommodations, they are not responsible for a student’s academic success. That responsibility now lies with the student.

Importantly, your Individualized Education Program (IEP), 504 Plan, or other high school accommodations do not automatically transfer to college. To receive support, you must self-identify and register with the Center for Disability Access (CDA). This marks a fundamental shift in how you interact with faculty and staff—you are now responsible for initiating all requests for services and accommodations.

To help clarify these changes, we’ve outlined key differences between high school and college disability services.

Applicable Laws

High School  College
The Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act is implemented at the secondary school level with an aim toward success.The Americans with Disabilities Act (ADA) as well as Section 504 of the Rehabilitation Act guides college-level accommodation policy with an aim toward access.

Documentation

High School  College
School districts are responsible for identifying and evaluating potential students with disabilities.The student must self-identify and disclose their disability.  
Individual Education Plans or 504 Plans are created to guide the student’s instruction and mandate services Generally, the high school I.E.P. and 504 are not sufficient. Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations.

Instruction

High School  College
Teachers may modify curriculum, reduce requirements, and/or alter pace of assignments.The college will not eliminate course requirements that are reasonably necessary for a course of study. Further, the college does not lower or substantially modify academic standards.
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.

Parent’s or Legal Guardian’s Role

High School  College
School staff will discuss academic progress with parents or legal guardians.The Family Educational Rights Privacy Act (FERPA) provides for student privacy. Without a release of information signed by the student the institution legally cannot include the parents in any part of the educational process.
Parents and teachers guide and intervene on the student’s behalf, recommending strategies and supports. Students need to self-advocate, articulate their needs for services and accommodations proactively, and pursue resources on campus for assistance. 
Rhode Island College entrance

Contact

Center for Disability Access

Facilitate access and inclusion for students with disabilities at Rhode Island College.