Along with the ups and downs of your teen leaving home to head off to college, students with learning differences need to also ensure that they understand their rights and responsibilities in receiving similar accommodations that they had in high school. Unlike in a public school system, colleges and universities do not provide a case study team, nor is there a ‘special services’ department. But they do have an accessibility resource center (ARC), or an office of a similar title, that provides student support for their need for reasonable accommodations.
How do students and parents begin to understand how it works? Here is a basic breakdown of the three key areas that need explaining.
1. Student:
If you are a student who had an Individual Education Plan (IEP) or a 504 plan or any other arranged accommodation, you need to contact the accessibility resource center (ARC) at the college you attend or plan to attend.
It is the student’s responsibility to self-identify as a person who is eligible to receive accommodations at the college or university.
In general, colleges need up-to-date documentation. Therefore, a student must bring his documents from his high school or from a private doctor who administered a series of assessments, which was then used to support academic accommodations. Documentation should be from within 3 years from the time you request accommodations.
2. Accessibility Resource Office:
A student should bring her documentation to the university’s accessibility resource center (ARC). It is up to the student to request accommodations with supportive documentation. The student should request the same accommodations as he received in high school.
I have worked with and taught students who decided that they would just 'wait and see' if they needed accommodations at college. Not a good idea. Securing extra test-taking time, note-taking support or other basic accommodation should be arranged prior to the start of the semester. Make your transition to college as smooth as possible.
3. Professor:
The student must hand a copy of the ARC form to each professor, which states the reasonable and appropriate accommodations.
The professor will not be informed of the learning difference diagnosis, but will only be told of the appropriate accommodations. The professor, by law, must provide those accommodations for the student.
At the beginning of each semester, professors should review how college students receive academic accommodations. As a professor of a new student seminar, I review how to go about this and the importance of taking the initiative to do so.
**It is important to know that if a student waits until the middle of the semester, after struggling, to notify the ARC of his learning difference, the accommodations are not retroactive. The assistance would start when the professor(s) receives an official DRC form stating the needed accommodations.**
4. Prospective college student:
You should inquire about the college’s ARC when visiting campus as a prospective college student. Ask to visit the office while on campus so you can see the size and scope of their services.
Every college that receives federal aid has an accessibility resource center, but some schools have allocated more resources to this office than others.
Also, review the college’s ARC page on their website. This can provide valuable insight.
Overall, I find my students who request academic accommodations to have a strong understanding of their needs and how to navigate their education experience accordingly. Success is the result of the student taking responsibility.
For more information: www.LDAAmerica.org