Transitioning from K-12 to College
Welcome!
Welcome you Student Accessibility Resources and Grand Valley State University! We know that transitioning from high school to college life can be a little overwhelming, but we are here to assist you. High school and college accommodation processes differ because they are governed by different laws. In high school, accommodations are an entitlement, while in college they are a civil rights mandate. College students are expected to take greater personal responsibility and advocate for their own needs, which can be challenging for those accustomed to receiving support from others. SAR is here to help you take on these challenges, and access all the GV has to offer.
Preparing for College
IEP/504 to Coverage Under the ADA
When you graduate high school, your IEP/504 plan ends and you will now be covered under the ADA. This means that accommodations may be a lot different in college than what you had in K-12. Your accessibility advisor will explain in greater detail how this will affect you.
How to Prepare for College Accessibility
- Gather documentation that can help SAR understand your needs.
- GVSU requests that the documentation you provide be five years old or newer.
- Examples of documentation:
- Psychological examination completed by a qualified mental health professional. (your high school counselor can help you with this examination)
- Letter from your doctor that is signed, and on the doctor’s letterhead.
- Must include that there is a diagnosis of a disability
- Testing used to diagnose
- Recommendations for accommodations that you will need
- Form templates are available the SAR Documentation webpage.
Self-Advocacy
- In college, your accommodations will activate in a class after you discuss them with your professor. In other words, you will need to advocate for yourself.
- Your Access advisor can work with you to help you learn how to self-advocate, getting the most out of your accommodations and your time at GVSU.
- You decide which professors have your accommodation memo when you complete the semester request process each term.
High School vs. College
|
Resources |
High School |
College |
|---|---|---|
|
Identification |
Schools provide and pays for testing for eligibility of services and prescribe accommodations. |
Student self-identifies, advocates for accommodations and seeks out services by registering with Student Accessibility Resources (Access). Student must provide documentation. |
|
Privacy |
Information is shared with parents/guardians/support team. |
The Family Right to Privacy Act (FERPA) does not allow an institution to share information without student’s approval. |
|
Documentation |
I.E.P. (Individualized Education Plan) and/or 504 plan. Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A. (Individuals with Disabilities Education Act). |
Documentation requirements vary from institution to institution. Student must contact the schools to determine requirements. To see Access’s specific requirements for documentation: SAR Webpage. |
|
Diagnostic Testing |
Schools pay for the process of diagnostic testing. |
Students must pay for their own diagnostic testing. |
|
Eligibility for Services/ Placement and Accommodations |
Parental guidance is expected as parents/guardians/teachers are the primary advocates. |
Only include parents/guardians in decisions regarding eligibility for services if you choose. Decisions regarding placement and accommodations are determined by disability. |
|
Instructor Awareness |
Teachers are aware of your specific difficulties and requests for intervention. |
Students must assume the responsibility of their own advocacy by meeting with the Access office and meeting with Faculty. |
|
Altering Courses and Programs |
Courses/programs modified for specific needs. |
Take courses offered, not fundamentally altered. |
|
Test Modifications |
Eliminating questions, unlimited time, extra explanations, ability to take tests in resource room, open book/open note tests, etc. |
Accommodations related to testing are often limited to extended time, distraction reduced environment, and readers for tests who can read the test exactly as written. |
|
Homework Modifications |
Fewer questions to answer, alternate assignments, extra time to turn in homework, etc. |
No modifications to length of assignments. Access may grant extended time for in-class assignments but, professor has the final say about extended time for homework submissions. |
|
Resource Room |
Resource room and support professionals. |
No resource room. Referrals are made to individual offices for academic support through the Writing Center, Knowledge Market, Tutoring, Counseling Center, etc. |
|
Tutors |
Tutoring or outside resources may be set up for you. |
Go to GVSU’s tutoring website to sign up for free tutoring. Tutoring Center Webpage. |
|
Reminders and Deadlines |
Parents/teachers remind for exam dates and assignment deadlines. |
Student must keep track of exam dates and assignment deadlines by referring to course syllabus, Blackboard, etc. |
|
Discipline/Missing Class |
Expect to be disciplined for skipping class. |
Professors establish their own attendance policy. SAR will discuss attendance as it pertains to conversations you will need to have with your professors about missing class. |
|
Transportation |
Schools provide transportation to and from school. |
Transportation is not a service; however, some colleges provide as a courtesy on their campus or access to public transportation. |
|
Personal Aides |
Personal aides may be provided in the classroom/academic or personal care issues. |
Personal aides are not provided. |
|
Alternative Textbooks |
Schools provide free alternative textbooks using a variety of ways, including BookShare. |
Students are required to purchase or rent their books, provide proof of ownership or rental, and then request books in alternative format. Colleges may or may not use BookShare; they may just share files. |