Avila University
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  HOW IS COLLEGE DIFFERENT FROM HIGH SCHOOL FOR STUDENTS WITH DISABILITIES?  
 
HIGH SCHOOL
HIGHER EDUCATION (COLLEGE)
 
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 Individuals with Disabilities
Education Act (IDEA).
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 (504) and the Americans
with Disabilities Act (ADA).
 
  Accommodations Accommodations  
  Teachers or other school staff identifies
you as needing accommodations.

Accommodations are generally arranged
during an annual meeting and are taken
care of for you on an on-going basis.
You, the student, must identify yourself and
present documents to justify specific
accommodations.

As soon as you enroll in your next semester
classes it is your responsibility to notify the
Disability Services Office in which classes
you will need assistance.
 
  Information About the Role of Parents Information About the Role of Parents  
  Parents are responsible to make sure the
school is accommodating you properly.

Parents may have any information the
school has about your disability and the
services provided you.
Your parents are no longer responsible to
make 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.

The institution of higher education must
have your permission (in writing) before
your parents may obtain any information
about you or 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
Family Educational Rights and Privacy Act
(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 instructors if you give permission in
writing.
 
  Feedback on Your Academic Progress Feedback on Your Academic Progress  
  Teachers give you frequent feedback.

Teachers check your complete homework.

Teachers will approach you if they
believe you need assistance.

Teachers take time to remind you of
assignments and due dates.

Teachers remind you of your incomplete
work and may give extensions on due
dates of missing work.
You must ask the instructor for feedback.

Professors may not always check your
homework, but they will assume you can
perform the same tasks on tests.

Professors are usually open and helpful, but
most expect you to initiate contact or find a
tutor if you need help.

Professors expect you to use the syllabus they give you early in the semester and know the due dates except for documented emergencies.

Professors may not remind you of your incomplete work and generally do not extend due dates.
 
  Studying Studying  
  Guiding Principle: you are told in class
what you need to learn from assigned
readings.

You spend 30 hours a week in classes,
and may only spend as little as 1 - 2
hours outside of class studying.

You are expected to read short
assignments that are then discussed,
and often re-taught, in class.
Guiding Principle: It is 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 12 – 16 hours a week in class, but you need to study at least that many hours outside of class. Some difficult courses will require 10 – 20 hours per week studying outside of class.

You are assigned a substantial amount of reading and writing which may not be directly discussed in class, but will likely appear on a quiz or a test.
 
  Tests and Grades Tests and Grades  
  Testing is frequent and covers small
amounts of material such as a chapter or unit.

Makeup tests are often available.

In grading, standards for grading may
be changed, or credit may be given for a
partial assignment or for effort.

Mastery is seen as the ability to
reproduce what you were taught.
Testing is usually infrequent and may be
cumulative, covering large amounts of
material, which you have to organize.

Read the syllabus. If makeup tests are available, (and that is rare) you usually need to negotiate them prior to the test date, and make your own arrangements in advance for testing accommodations if you are entitled to them.

Grading standards will not be changed, and
credit is rarely given for effort.

Mastery is seen as the ability to apply what
you learned to a new situation and solve
new problems or provide unique examples.