As a higher education disability services provider, I’ve seen countless parents hand me their child’s IEP with the hope it will “transfer” to college. This is often a frustrating conversation for everyone involved because the new school year is about to start, and the necessary accommodations aren’t in place.
Understanding the Shift: IDEA vs. ADA
The laws behind IEPs and 504 plans guarantee a Free Appropriate Public Education (FAPE) for students with disabilities in K-12. FAPE means a student’s education plan must be designed to provide them with educational benefit; however, in college, the focus shifts to equal access. The Americans with Disabilities Act (ADA) and other relevant laws ensure institutions remove barriers that prevent students with disabilities from having the same access to programs and services as their non-disabled peers. This means that the postsecondary institution isn’t required to provide services such as specially designed instruction or additional staff to support areas of academic need and many of the accommodations may look different in this new environemnt.
Why IEPs Aren’t Enough
For many parents, their child’s IEP was developed based on a formal evaluation in elementary school. From there, the IEP was updated at least once per year to reflect the supports and accommodations your child needed to receive FAPE, but this doesn’t necessarily mean that every need on the IEP is directly related to the impact of your child’s disability. As an example, my son received math supports in elementary school on his IEP, despite not having a math-related disability. This is because, in order to progress from grade to grade, and successfully receive benefit from his education, he needed the foundational skills in math that would help him be successful throughout his educational career. The school never conducted a new formal evaluation, because each IEP was developed based on the needs, disability-related or not, he was demonstrating at that time. Additionally, the formal evaluation he received when he was 8 may not fully reflect the person he will be when he enters postsecondary education at 18. This is why postsecondary institutions generally won’t accept IEPs and 504 plans, they need a clearer picture of how your child’s disability impacts them currently so they can address those barriers to equal access.
Getting the Right Support
Several reasons can explain the “bring your IEP” advice from teachers. Often, limited professional development on transition services, job duties beyond their official roles (ahem – statewide testing), and other factors outside of the teacher’s control may leave them without the supports necessary to give you the right information. Keep in mind, in addition to your IEP team, there are resources available to help during this time. You may have noticed invitations for agencies such as Vocational Rehabilitation or the Division of Blind Services during your child’s high school IEP meetings. Although these agencies may not be able to attend every student’s IEP meeting, you can still reach out to them personally via their websites and follow their application processes (when applicable). These agencies can assist with a variety of things including career planning, orientation and mobility training, and even funding for postsecondary education. Each agency has a different focus, so it is important to identify the ones that are tailored to your child’s needs. As a benefit, these agencies sometimes need to conduct evaluations to effectively provide their own services, and these same evaluations may meet the institution’s documentation requirements.
I know that may seem like a lot, but if your child is getting ready to enter postsecondary education, there are certain things you can do to ease this transition and ensure they are ready to receive accommodations as soon as they transition to their new education environment.
Steps to a Smooth Transition
Here’s how you can ensure your child receives the necessary accommodations:
- Get connected with support agencies:
- Explore resources like Vocational Rehab or Division of Blind Services.
- Get help with career planning, navigating the college environment, and funding.
- Evaluations from these agencies may meet documentation requirements.
- Identify possible fits:
- Consider factors like support programs, class size, and living arrangements.
- Knowing what your child wants out of their experience can make all the difference.
- Learn about the university’s disability services:
- This should be available on the institution’s website and, if it isn’t, your admissions counselor can get you the right information.
- Ask about the application process, documentation requirements, and any additional supports they may offer.
- Enroll your child:
- Getting enrolled in the institution is a critical first step.
- Disability services providers will generally not identify specific accommodations until your child is officially a student.
- Gather documentation:
- A high school IEP/504 plan likely won’t be enough.
- Follow the university’s requirements for documentation (e.g., evaluations, doctor’s letter’s).
- Gather everything early to avoid delays.
- Register for accommodations early:
- Apply early (spring/summer) to ensure accommodations are ready by the start of classes.
- Prepare for the meeting with your child:
- Review your child’s IEP/504 plan together.
- Discuss effective past accommodations and how their disability impacts learning.
- Help your child prepare to advocate for their needs at the meeting as your role may be limited by the institution.
Getting Help
This process might seem daunting, but starting early, asking questions, and utilizing available resources can ensure a smooth transition for your child.
Feeling overwhelmed? I’ve created a handy checklist to keep you on track: “Postsecondary Success: Your Guide to Disability Services.” Additionally, you can reach out to me via my website (mikebaileyphd.com) or join our Facebook community (“IEP & 504 Transition Supports: Planning for College & Beyond“).