In recent years, colleges and universities across the United States have implemented strong programs to support students with disabilities. Higher education institutions have allocated resources to the creation and enhancement of special programs designed to support an array of disabilities. Just a decade ago, students with disabilities who sought higher education had limited options in furthering their education in supportive college programs. Today, these students have ample choice in selecting a college that will support their individual learning needs.

This article will cover the formal processes for students and parents to obtain appropriate disability support in college.

Through Section 504 of the Rehabilitation Act of 1973 and the Americans with Disability Act of 1990, students with a documented disability are entitled to appropriate accommodations in all colleges receiving federal funding. Most public and private colleges are required to provide a minimum of appropriate educational accommodations to support disabilities.

Section 504 of the Rehabilitation Act of 1973, otherwise known as a “504 Plan” was originally enacted to provide adequate accommodations in educational institutions for those afflicted with a physical disability. 504 Plans were eventually expanded to provide appropriate accommodations, covering all disabilities including: physical, developmental, learning, cognitive, behavioral and emotional.

It is important to elucidate the difference between a 504 Plan and an Individual Educational Plan (IEP). An IEP is a legally binding educational plan that provides special education services and accommodations to children diagnosed with a disability. A psychologist or physician, in collaboration with the school’s Child Study Team typically provides formal documentation of the disability.

Examples of disabilities which qualify for IEPs under special education law are a Learning Disorder in the areas of reading, writing and math, ADHD, Autism Spectrum Disorder, Intellectual Disorder, Psychiatric Disorder (e.g. Depression), Communication Disorder, and various physical disorders that interfere with academic achievement.

Children between the ages of 3-21 with a disability that interferes with educational achievement, are provided with an IEP. IEPs may involve modifications to curriculum, academic accommodations, and the provision of services such as speech and language therapy, psychological counseling, occupational therapy, and physical therapy.

IEPs do not transfer to colleges or universities. They are terminated once a student receives a high school diploma.

504 plans may also be implemented for school age children. However, these plans do not involve the provision of services or curriculum modifications. 504 Plans typically require schools to make accommodations such as extended time for tests, copies of teacher notes, an alternate testing sites preferential seating and ensuring that a child understands directions prior to starting a task.

Simply stated, for school age children, IEPs provide services and 504 Plans provide accommodations.

Students who seek formalized support in college fall into three categories:

Students who had IEPs in high school still need to submit a formal request for a 504 Plan in college. This request should be accompanied by a recent documentation of a disability, usually through a psycho-educational evaluation. It is common for the high school special services program to conduct updated psycho-educational evaluation for student with IEPs before they graduate high school to prepare them for the transition to college. TA student who seeks a 504 Plan in college needs to submit this evaluation as documentation of a disability.

Students who had a 504 Plan in high school will also need to provide documentation of a disability through psychoeducational evaluation. Public high schools are not required to conduct these evaluations, so families need to obtain them privately and submit them to the college for review.

Students who are currently enrolled in college without a 504 Plan who suspect they have a disability should obtain a psychoeducational evaluation as soon as possible and submit a request to their college for an initial 504 Plan.

For all college students who seek formal accommodations, they must be found eligible for a 504 Plan by the educational instruction they are admitted to.  These students should submit a request to the Office of Disabilities or Office of Special Services. Such requests will be reviewed for eligibility by the college support service committee. The request should be accompanied by a diagnostic evaluation by a psychologist or physician who renders a current diagnosis of a disability. The evaluation should also demonstrate that the disability interferes with a “major life task”. In this case the major life task is academic performance. These evaluations should include a formal assessment of cognitive functioning (IQ) and academic achievement in the areas of reading, writing, and math. Colleges typically require these evaluation reports to be current, within about 2 years of the college entrance.

It is important to note that students will be accepted into college on their academic merit. A disability is not be considered as an admissions’ criteria.

Although there are a multitude of colleges that provide formalized support for students with disabilities, not all colleges are the same in the quality and breadth of their support systems. Essentially, colleges can be broken down into two types of support systems:

Comprehensive support programs: offer students individually tailored, comprehensive academic and social support for students who have moderate to severe disabilities. These programs usually provide support for students with Dyslexia and High Functioning Autism Spectrum Disorders. Comprehensive support programs also infuse academic advising and required individual meetings with an assigned case manager who oversees student progress.

Basic support programs: provide students with typical 504 accommodations to support their learning needs. Students in these programs are not provided with services and case management. Students in basic support programs have mild disabilities and are provided with academic accommodations such as extended time for testing and preferential course selection.

Summary
American colleges in recent years have developed strong programs to support students with disabilities. These programs are instrumental in helping many students with disabilities reach their academic potential in higher education. Following the above actional steps is advised for students who seek formal support in college through a 504 Plan.

Bio: Joseph Graybill, Ph.D is an licensed psychologist in New York. He is the psychologist at the Anglo-American School in Moscow and maintains an online clinical practice.
### May 2, 2020