Eligibility Forms
Attention Deficit/Hyperactivity Verification
Hearing Disability Verification
Learning Disability Documentation
Medical Disability Verification
Mobility Disability Verification
Psychiatric Disability Verification
Traumatic/Acquired Brain Injury
Vision Disability Verification
Misc. Forms
The Rehabilitation Act of 1973 Sections 501 and 505:
www.eeoc.gov/policy/rehab.html
Americans With Disabilities Act:
www.ada.gov/publicat.htm#Anchor-14210
Individuals with Disabilities Act:
http://idea.ed.gov
Legislative Links:
www.ed.gov/index.jhtml
www.ada.gov
What is the Difference Between IDEA and the ADA?
Individuals with Disabilities Education Act (IDEA)
A federal law outlining the responsibilities of public schools (K-12) in regards to providing an appropriate education to students with disabilities. High schools are required under IDEA to identify the education needs of students with a disability and provide a free and appropriate education. IDEA law, along with its numerous re-authorizations, reflects the nation's commitment to educating all its children, whether they have disabilities or not. Fundamentally, 94-142 and its successors (including the Individuals with Disabilities Education Act of 1990 and IDEA Improvement Act of 2004) said that public schools, with parental input and appropriate assessments, would determine what was most appropriate for a child's education. They were required to provide that education once an individual has reached their majority under the law, and the rules change. The principles of 94-142 and IDEA, including the required IEP (Individualized Education Program), no longer apply. Note: 504 Plans, under which many students are now served in high schools, are no longer valid either.
Americans With Disabilities Act (ADA)
In 1990, Congress passed the Americans with Disabilities Act. Modeled on section 504 of the Rehabilitation Act of 1973, ADA is a civil rights law. It prohibits discrimination on the basis of disability, as long as the person is otherwise qualified. In the case of publicly funded colleges and universities, ADA affirms the right of a student with a disability to a level playing field.
That means that a college or a university must ensure equal access to all students who are otherwise qualified. Access means more than ramps and elevators and wide parking spaces. It also means access to information and to technology. Therefore, colleges and universities must make reasonable accommodations for a student's disability, so a student may be able to demonstrate their ability. However, civil rights laws and the reasonable accommodations they call for are in no way intended — nor are they able to guarantee success. At most, a student can expect a more equal chance to do the same work as their peers.
DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE
FOR STUDENTS WITH DISABILITIES
IDEA vs. ADA
|
Secondary School |
Higher Education |
|
Education is a right under IDEA and must be provided in an appropriate environment to all individuals. Success |
Education is not a right. Students must meet admission criteria defined under ADA as "otherwise qualified" Access |
|
School district is responsible to identify a student's disability |
Students must self-identify |
|
School district provides free testing, evaluation, and transportation to program |
Student must provide current and appropriate documentation as defined by the college; if documentation from high school is not adequate, student pays for additional testing |
|
Transition planning and timelines exist to clarify students' vision, identify programming choices and coordinate appropriate coursework options |
Students make all coursework selections |
|
School district develops IEP to define educational supports and services under special education |
No IEP/Special Education in college |
|
IEP Team (including student) determines IEP supports and services that will be provided |
Student is responsible to self-identify and self-disclose |
|
Access to general curriculum, necessary modifications, and a variety of appropriate accommodations are available |
No fundamental alterations to the curriculum are made; academic accommodations are provided to students with documented disabilities as defined by ADA |
|
Personal services for medical or physical disability are required |
No personal services are required (No personal care assistance provided) |
Differences in High School and College:
DEPENDENCE vs. INDEPENDENCE
|
Secondary School |
Higher Education |
|
School year is September to June |
School year is August-December, January-May |
|
The main office exists as the center of activity for school. |
Students are responsible to know where to locate information, assistance, study support |
|
Rigid schedule with constant supervision |
Greater flexibility of scheduling |
|
Classes meet daily |
Classes meet weekly not daily |
|
Attendance is taken |
Attendance policies are at discretion of instructor |
|
Guidance counselors or other staff schedule support services for students |
Students connect with disability services staff to arrange support services Office of Accessibility (Main campus) Academic Enrichment Center (Health Science campus) |
|
Someone is available to help plan study time (teachers, SPED, parents) |
Student responsible for setting and following through on all scheduling and study time |
|
Classes generally held in one building |
Classes are held at many different sites on campus |
|
Average class is 35 - 45 minutes |
Class times vary from 50 minutes - 4 hours |
|
Daily contact w/teachers and support staff |
Classes meet less frequently, impacting access to instructors and assistance |
|
School responds to parent concerns; parent permission required (until 18 years) |
Student is an adult with all decision making authority; Parental contact is not permissible without a signed release on file (FERPA) |
|
Students generally live at home |
Students are responsible for housing, transportation, finances, etc. |