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Transitioning to college as a student with a disability

Navigating the transition from high school to college

Moving from high school to college brings new challenges for students with disabilities and their parents or guardians. The way disability support is structured changes significantly, from the student’s rights to ÷ÈÓ°Ö±²¥ accommodations and the role of parents. CDAR is here to support you throughout this transition.

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High school versus college disability support

While both high school and college provide accommodation for students with disabilities, the processes, responsibilities and legal protections differ. Below is an overview of key differences:

Legal rights

In high school, students with disabilities have the following legal protections:

  • Rights are primarily covered under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act.
  • The school is responsible for identifying students who need services and initiating support.
  • The school arranges and provides updated evaluations or testing.
  • Teachers and administrators develop and follow an Individualized Education Program (IEP) or 504 Plan.
  • Decisions about a student’s education are made by an IEP team that includes educators, specialists and parents.

In college, the rights of students with disabilities are different:

  • Students are protected under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act.
  • Students must self-identify as having a disability and request accommodation through CDAR.
  • Students are responsible for providing their own documentation of their disability.
  • Educational decisions — including accommodations — are made by the student.

Accommodations

The purpose of accommodation remains the same in both high school and college — to ensure equal access — but the responsibility for managing them shifts.

  • In high school, accommodations are designed to ensure success. School staff oversee and adjust them as needed.
  • In college, accommodations are designed to ensure equal access, but students must monitor their effectiveness and work with CDAR if adjustments are needed.

While accommodations in high school may alter the class standards such as shortened or alternate assignments, accommodations in college cannot fundamentally alter a course or program. College students are expected to take the initiative in managing their accommodations. 

The role of parents

One of the most significant differences between high school and college disability support is the role of parents.

In high school:

  • Parents are involved in IEP/504 plan meetings.
  • Parents and teachers can openly discuss the student’s progress.
  • Parents receive regular progress reports.
  • Parents can request meetings with teachers.
  • Parents are expected to advocate for their student.

In college:

  • Students meet with CDAR independently to set up accommodation (parents may attend with student permission).
  • Professors and university staff cannot discuss the student’s progress without the student’s written consent.
  • The university does not provide parents with attendance or progress reports.
  • Students are responsible for communicating with instructors.
  • Students are expected to self-advocate for their needs. 

Adjusting to these new roles and responsibilities can be challenging. CDAR is here to support students as they transition into college and throughout their time as a student.

The annual Parent and Family Weekend Cornhole Tournament is held Saturday, October 26, 2024.The annual Parent and Family Weekend Cornhole Tournament is held on the Theophilus Tower lawn Saturday, October 26, 2024.

Resources for parents

Stay connected and support your student’s college journey. From campus resources to academic calendars, we’ve got the information you need.

Explore U of I parent resources

College Readiness Survey

The College Readiness Survey is designed for incoming students to reflect on their readiness for college life. It offers a preview of the experiences and expectations you may encounter in college. As you move through each section, you’ll explore different aspects of college life — such as independent living, academics and social skills — and receive a score in each area to help you identify your strengths and areas for growth.

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Understanding your rights and responsibilities as a college student with disabilities

You are responsible for ensuring that your needs are met. Two federal civil rights laws — the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act — help protect your access to education. These laws grant you the following rights:

  • Equal access to postsecondary education
  • Freedom from discrimination based on disability
  • Participation in and enjoyment of all school programs and activities
  • An accessible education
  • Reasonable accommodations to remove disability-related barriers
  • Confidentiality regarding disability-related information

However, these laws do not require colleges to lower academic standards. This means that ÷ÈÓ°Ö±²¥ cannot:

  • Modify coursework to make it easier
  • Change academic requirements to give students with disabilities an unfair advantage

Disclosure and requesting accommodations

As a student, it is your responsibility to inform the university if you need accommodation. To receive services at ÷ÈÓ°Ö±²¥, you must complete the . Disability documentation may be required at the time of application.

Accommodation must be appropriate and effective for your specific needs, addressing an impact of your disability on your education.

While the university must provide educational accommodations at no cost, it is not required to:

  • Provide personal devices (e.g., wheelchairs, hearing aids)
  • Fund accommodations for personal use (e.g., tutoring, homework assistance at home)
  • Offer accommodations that fundamentally alter a program’s requirements

This means that schools do not pay for personal care attendants, home-based accommodations or a student’s preferred accommodation if an effective alternative exists.

Your responsibilities as a student

To ensure you receive the support you need, you must:

  • Register with CDAR — Complete the to request accommodation.
  • Provide documentation — Submit professional documentation of your disability as required.
  • Understand course requirements — Identify the accommodations you may need for each class.
  • Request accommodations early — Submit requests as soon as possible, preferably when registering for classes or housing.
  • Maintain communication with CDAR — Notify CDAR if your accommodation is not working or if your needs change.
  • Meet academic and conduct standards — You are expected to fulfill essential course requirements and adhere to university policies.

By understanding your rights and responsibilities, you can take an active role in ensuring equal access to your education. CDAR is here to support you every step of the way.

Campus support resources

At ÷ÈÓ°Ö±²¥, we are committed to your success — in and out of the classroom. That’s why we offer a variety of resources to support you throughout your college journey. If you need help connecting with any of the resources below, contact CDAR.

Explore the following support services:

Whether you need academic help, career guidance, financial assistance or personal support, we’re here to help. Take advantage of these resources to make the most of your time at U of I.

State and national disability support resources

Beyond the resources ÷ÈÓ°Ö±²¥ at ÷ÈÓ°Ö±²¥, there are numerous state and national organizations dedicated to supporting individuals with disabilities. These organizations provide advocacy, financial assistance, legal guidance and community connections to help you navigate both college and daily life.

Explore the following resources to find additional support, programs and opportunities tailored to your needs.