Support is the key
Parents and family members can be an essential part of the a student's successful college plan. The first thing they can do is help students learn about the College's available support services. While this begins with the Center for Disability Resources, it also reaches to valuable resources in health and counseling services, academic departments, residence life, and peer tutoring. In addition, families can encourage students to:
Assemble a file of legible copies of all relevant documentation of disability
Become familiar with the assessment results, appropriate documentation, and individual learning style
Articulate the impact of one's disability and necessary accommodations
Perform personal tasks independently (i.e. showering, dressing, grooming, doing laundry, cleaning)
Manage a checking account, use an ATM card, and budget money
Manage time responsibly (i.e. respond to an alarm clock, plan a daily schedule, use an agenda/calendar)
Make and keep appointments, adhere to course schedule, return phone calls and messages
Designate sufficient daily study routines and planning for long-range assignments
Take medications independently and on schedule
Work with others to resolve conflicts
Respect others' belongings and personal space
Avoid interrupting others' sleep
Utilize study strategies (i.e. note-taking, textbook reading, exam preparation)
OCR Transition Guide - U.S. Department of Education Office for Civil Rights, Transition of Students With Disabilities to Post-secondary Education: A Guide for High School Educators, Washington, D.C., 2011.
ADA, IDEA, & Section 504
Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (1990), and the ADA Amendments Act (2008) apply to students in post-secondary education. This legislation is very different from the Individuals with Disabilities Education Act (IDEA), covering primary and secondary education, grades K–12. This means that some adjustment of the perspectives of students and parents is necessary with making the transition from high school to college.
|Post-secondary Education||K-12 Education|
Section 504/ADA/ADA Amendments
CIVIL RIGHTS LAW - GUARANTEES ACCESS
Individuals with Disabilities Education Act (IDEA)LAW of ENTITLEMENT - GUARANTEES SUCCESS
|Students compete for admission and must be “otherwise qualified” to enter college, without consideration of the disability. Students participate in the general curriculum of the college; no continuum of placement exists.||Every child is entitled to a Free and Appropriate Public Education (FAPE) in the “least restrictive environment” possible.|
|The student is responsible for disclosing the disability to the Center for Disability Resources staff and for discussing approved accommodations with their instructors (professors). There are no team meetings, service plans, or IEPs in post-secondary education.||Yearly meetings of special and general education teachers plus auxiliary service personnel are held to discuss student progress and set goals.|
|Instructors (professors) do not fundamentally alter the content or goals of their courses. Students are responsible for fulfilling all requirements of the course.||Significant modification may be involved with curriculum and assessments (student may be required to learn only part of a unit, take shortened tests, exempt from certain assignment).|
|Instructors (professors) receive an Accommodation Letter for eligible students but are not given access to any specific diagnostic data or disability documentation.||Classroom teachers receive a copy of the IEP and should have a thorough understanding of the disability and the goals of the education plan.|
|Students with disabilities are graded by the same standards as other students, regardless of the means through which their responses are provided (ex. use of a reader or scribe).||Special education and general education teachers follow an IEP or service plan which may include the student achieving alternate achievement standards and being assessed differently.|
If my son or daughter had an IEP in high school, will he or she automatically receive accommodations in the college setting?
No. IEPs are only utilized in K-12 settings based on the Individuals with Disabilities Education Act. The IDEA does not apply to post-secondary educational institutions.
Is an IEP or 504 plan sufficient documentation of a disability for college?
No. College students must provide evaluation data with specific diagnosis of the disability.
Is the College responsible to provide an evaluation of disability?
No. In the K-12 education system, the school was responsible for identifying students with disabilities and ensuring they receive evaluations. However, in college it is the student’s responsibility to provide documentation of a disability, which is determined by a qualified licensed professional.
Does Lebanon Valley College provide special education programs for students with disabilities such as Autism Spectrum Disorder or Intellectual Disabilities?
No. Lebanon Valley College provides academic accommodations to students with documented disabilities based on the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. The College does not offer disability-specific programs, but rather strives for inclusive excellence across all aspects of campus programming. The College provides academic accommodations for students with disabilities who are otherwise qualified for admission and who can meet the rigorous academic demands for post-secondary success and degree completion. All enrolled students (both with and without disabilities) may enjoy a full continuum of support services involving peer tutoring, counseling, residence life programs, student activities and clubs, career planning, etc. Information about these services can be found on the College website.