College vs. High School for Students with Disabilities
|
|
HIGH SCHOOL
|
HIGHER EDUCATION
|
| OVERALL GUIDING PRINCIPLE: Your
parents and teachers have much responsibility for your success. You have
a right to a high school education and a diploma. The law under which this
is done is the IDEA. |
OVERALL GUIDING PRINCIPLE: You
are responsible for your own success or failure. You have an equal opportunity
to achieve a college degree. The laws under which this is done are Section
504 of the Rehabilitation Act and the ADA. |
| WHO INITIATES ACCOMMODATIONS |
| Teachers or other school staff identify you
as needing accommodations. |
You, the student, must identify yourself
and present documents to justify specific accommodations. |
| PARENTS |
| Your parents are responsible for making sure
the school is accommodating you appropriately. |
Your parents are no longer responsible for
making sure you are being accommodated. This is now your responsibility
both to initiate and to make the appropriate office aware if you are not
being accommodated. |
| Parents may access any information the school
has about your disability and the services provided you. |
Parents must have your permission to obtain
any information about your services. |
| CONFIDENTIALITY |
| Your disability will be discussed with your
parents, teachers, and members of your IEP or 504 plan. It may also be discussed
with the person who diagnoses your disability and specifies accommodations. |
Your disability information is covered by
FERPA, the student right to privacy act. It may
not be discussed even with your parents without your written permission.
Your disability and appropriate accommodations will only be disclosed to
your teachers if you give permission. |
| FEEDBACK ON YOUR ACADEMIC PROGRESS |
| Teachers give you frequent feedback. |
You must ask the instructor for feedback. |
| Teachers check your completed homework. |
Professors may not always check your homework,
but they will assume you can perform the same tasks on tests. |
| Teachers approach you if they believe you
need assistance. |
Professors are usually open and helpful, but
most expect you to initiate contact if you need help. |
| Teachers take time to remind you of assignments
and due dates. |
Professors expect you to use the syllabus
and know due dates. |
| Teachers remind you of your incomplete work. |
Professors may not remind you of incomplete
work. |
| STUDYING |
| Guiding principle: you are told in class what
you need to learn from assigned readings. |
Guiding principle: It's up to you to read
and understand the assigned material; the lectures and assignments proceed
from the assumption that you have done so. |
| You spend 30 hours a week in class, and may
only spend as little as 0 to 2 hours outside of class studying. |
You spend 12 to 16 hours a week in class,
but you need to study at least 2 to 3 hours outside of class for each hour
you are in class. |
| You are expected to read short assignments
that are then discussed, and often re-taught, in class. |
You are assigned a substantial amount of reading
and writing which may not be directly discussed in class. |
| TESTS AND GRADES |
| Testing is frequent and covers small amount
of material. |
Testing is usually infrequent and may be cumulative,
covering large amounts of material, which you have to organize. |
| Makeup tests are often available. |
Read the syllabus. If makeup tests are available,
you need to negotiate them. |
| Mastery is seen as the ability to reproduce
what you were taught. |
Mastery is seen as the ability to apply what
you learned to new situations and solve new problems. |
| Standards for grading may be changed, or credit
may be given for effort. |
Grading standards will not be changed, and
credit is not usually given for effort. |
