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Understanding how accommodations, expectations, and legal protections change from high school to college is essential for students with learning differences and neurodiversity, and their families.

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Legal Framework

High School

• The Individuals with Disabilities Education Act (IDEA) focuses on student success. It guarantees that eligible K-12 school students with disabilities receive the services and support they need to access a free, appropriate public education. IDEA ensures schools provide the specialized instruction, accommodations, and modifications necessary to help students thrive.
• Section 504 (Subpart D) of the Rehabilitation Act of 1973 prohibits discrimination and ensures access to all school programs and activities.

College

• The Americans with Disabilities Act (ADA), Title II, focuses on access, not guaranteed success. Colleges must provide reasonable accommodations but are not required to modify curriculum or academic standards.
• Section 504 (Subpart E) of the Rehabilitation Act of 1973 protects students from discrimination and ensures access to programs, services, and activities.

Important: ADA and 504(e) do not provide special education services or Individualized Education Plans (IEPs) in college; instead, they ensure that students with disabilities have equal access alongside their nondisabled peers.

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Required Documentation

High School

• Eligibility for services is based on IDEA disability categories.
• Documentation typically includes an Individual Education Plan (IEP) and/or a 504 Plan.

College

• High school IEPs and 504 Plans are not sufficient and may not even be considered.
• Colleges set their own documentation requirements, which vary by institution.
• Documentation must identify functional limitations and justify each requested accommodation.
• Generally, they require current testing (often within three years) including both cognitive (IQ) and academic (achievement) assessments.

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Self-Advocacy

High School

• The school identifies needs and coordinates services.
• Parents and teachers take the lead in arranging accommodations.
• Teachers initiative support if they believe the student needs assistance.

College

• Students must self-identify to the Disability Resource Center. Writing about a learning difference in a college essay, should they do so, is not enough.
• Students are responsible for requesting accommodations and communicating needs to professors each semester.
• Professors are supportive but expect students to reach out first.

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Role of Parents

High School

• Parents have access to records and actively participate in the accommodations process.
• Parents advocate on behalf of their student.

College

• Parents cannot access records without the student’s written consent (FERPA release).
• Student advocates for themselves.

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Support Services

High School

• Parents, teachers, and counselors monitor student progress and advocate for the student to seek additional help as needed.
• IEP goals are addressed by the classroom teacher and/or in 1-1 or small group pull-out instructional sessions.
• Tutoring or study support may be provided through an IEP or 504 Plan.

College

• Tutoring, writing centers, and supplemental instruction are available, but students are responsible for seeking them out. These supports vary by institution.
• Professors are usually open and helpful, but they expect students to initiate contact if they need assistance.
• A small number of colleges offer Comprehensive Support Programs. These are fee-based programs which enable a student to meet 1-1 with a learning specialist for 1-4 hours a week in order to receive support specific to their learning style and needs. These programs require a separate application and documentation.
• Tutoring does not fall under disability resources. Most schools offer free peer tutoring services to all students. Sometimes the amount of time students can utilize peer tutoring services is limited. Students with disabilities must recognize when they need help and communicate that to the tutor.

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Instruction and Workload

High School

• Teachers may modify curriculum, assignments, and pacing.
• Students are expected to read short assignments that are often reviewed in class; the material may be retaught.
• Students don’t often need to read anything more than once; sometimes listening in class is enough.
• Class time: 6 hours per day, 180 days, total = approx. 1,080 instructional hours/year.
• Students may study outside of class as little as 0-2 hours/week, and this may be mostly last-minute preparation.
• The school plans the course of study.

College

• Professors are not required to modify their curriculum, pace, or instructional style for students with disabilities. Professors do not alter assignment deadlines, which are generally communicated through a syllabus at the beginning of the semester.
• Students are assigned substantial amounts of reading and writing that may not be directly addressed in class.
• Students need to take thorough notes in class and independently review notes, texts, and materials regularly.
• Class time: 12 hours per week, 28 weeks, total = approx. 336 instructional hours/year.
• Students need to study 2-3 hours per class hour, outside of class time.
• The student and the college plan the course of study.

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Grades and Testing

High School

• Tests may be modified (e.g., student is allowed to complete 15 math problems instead of the 25 math problems required).
• Testing is frequent and covers small amounts of material.
• Makeup tests are often available; teachers remind students of due dates.
• Grades typically include many assignments.
• A “D” is passing; report cards go to parents and students.

College

• Grading and test format changes (multiple choice vs. essay and short answer questions) are generally not available. All students are required to complete all coursework as outlined on the syllabus; no modifications are provided.
• Accommodations may adjust how tests are taken (extended time, distraction-reduced environment, use of computer), not what is tested. These must be requested by the student, supported by disability documentation, and approved.
• Testing is usually infrequent and may be cumulative, covering large amounts of material.
• Makeup tests are seldom an option; if they are, they must be requested.
• Professors expect students to read, save, and consult the course syllabus. This outlines exactly what is expected, when assignments are due, and how students will be graded.
• The total grade for the course may be based on only a few assignments.
• A “C” is passing; grades go to the student only.

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High School Teachers vs. College Professors

High School

• Teachers have an active role in student progress.
• Teachers often check completed homework, remind students of missing work, and provide students with material they miss when they are absent.
• Teachers often review assignments and test dates and break down long-term assignments, particularly if this is an accommodation on the IEC or 504 Plan.
• Teachers are available to talk before and after class, and often before or after school if arrangements are made in advance.

College

• Professors have a more passive role; they may not even know their students’ names.
• Professors often do not check for completed homework or remind students of missing work.
• Professors expect students to get material from their peers when they are absent.
• Professors expect students to review and know information on a syllabus that outlines the course material and all due dates for assignments and exams.
• Professors expect students to utilize office hours to discuss questions and concerns.
• Students are expected to independently manage their time and plan out their work–for large and small assignments alike.

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Math and Foreign Language Graduation Requirements

High School

• Students may request waivers from their school for math and/or foreign language requirements if those classes would be extremely challenging due to the impact of their disability.

College

• Most colleges expect 3 years of math and 2 years of foreign language for admission.
• Waivers granted in high school do not guarantee waivers or substitutions in college, and students may be required to take math and foreign language courses to fulfill graduation requirements.
• Colleges are not required to have separate admission criteria for students with disabilities, including those who did not take math and/or foreign language in high school. They may choose to do so, but they don’t have to consider students who have obtained waivers in high school for admission.
• While many colleges will offer substitutions for their math (such as Math for Poets) or foreign language (such as ASL) requirements for students who have learning disabilities, they are not required to do so–even for students who weren’t required to take those classes in high school. Students should confirm graduation requirements before enrolling (and if the classes are required, ask if they can be taken pass/fail).

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Additional Differences to Expect in College

Academics

• Less structure and more independent work
• More writing and reading
• More long-term assignments
• Proficient reading comprehension, written language, and note-taking skills
• Less personal attention and time to ask questions in class
• Increased workload and faster pace
• Graded on content mastery, not effort or on level of improvement
• Larger campuses with several buildings to learn to navigate
• More stressful and intense learning environment
• Increased expectation of technology proficiency (word processing, campus email, library research)

• Students need to monitor their own academic progress
• Students have more free time and must learn to manage their time efficiently
• Students must complete assignments independently

Teacher-Student Relationship

• The professor, not the students, sets the class pace
• Less contact with professor
• Increased teacher-to-student ratio (classes range from 20-400 students)
• Student motivation comes from interests and desire to succeed, not from praise and external rewards

Adapted from “Understanding the Differences: High School vs. College,” by Stephanie Mitchell, 51�Թ� (CT), The Bertram Group.

Sources: National Secondary Transition Technical Assistance Center; College of St. Scholastica 2011; Institute from Community Inclusion 2004; Opening Doors to Postsecondary Education and Training 2007; University of North Carolina and University of New Hampshire 2011; Virginia Department of Education 2003;  ; and www.going-to-college.org.