Disabilities and Accommodations in Higher Education

Created 03/2020

Prospective college students with disabilities will find that many campuses are equipped with offices and services that address accessibility, accommodation, and assistive technology for a diverse range of needs. At many colleges, student services offices and disability coordinators work to make campuses inclusive environments for all students through specialized advocacy, support, and academic services.
https://www.bestcolleges.com/resources/students-with-disabilities/

For students with physical disabilities, finding a suitable postsecondary institution can be challenging. Despite logistical and other issues, students with disabilities are well represented on college campuses. Of the 2,563,000 undergraduate students in the U.S., approximately 19.4% of all undergraduates enrolled in the 2019 school year had a disability.
https://nces.ed.gov/fastfacts/display.asp?id=60

Thanks to legislative efforts over the last 50 years, institutions of higher learning have considerably expanded campus resources for those with special needs. Key efforts include the Americans with Disabilities Act (ADA) of 1990 that prohibited discrimination on the basis of disability, the Assistive Technology Act that provided grant funding for technological aids, and Section 504 of the Rehabilitation Act of 1973 that provided equal benefits and services for students with disabilities at publicly funded colleges.

Out of all two-year and four-year postsecondary institutions who receive Title IV grant funding, approximately 88% reported enrolling students with disabilities.
https://www.bestcolleges.com/resources/college-planning-with-physical-disabilities/

For students with disabilities, successfully transitioning from high school to college rests heavily on understanding personal needs, managing expectations, taking advantage of resources, and planning ahead. College is often the first time students live away from family, and this can prove especially challenging as they become immersed in a more rigorous and often less personalized academic environment.

In high school, students are usually in class all day and often have a high degree of contact with their teachers. In college, classes typically meet once or twice a week and teacher contact tends to be more limited, which requires students to schedule visits during office hours. Time management becomes more important, and college students are required to study and complete assignments on their own time (and often over longer, unsupervised periods of time) without the benefit of supervised study hall or resource periods.

1. Registering for accommodations:
   To pursue accommodations or services at the college level, you must register as a student with a disability. This action should take place soon after you have accepted admission to college. Contact the Disability Support Services (DSS) office to find out its specific accommodation process and any documentation requirements.

2. Accommodations may be different from high school:
   Do not expect to have the same accommodations in college as you did in high school. In high school, you were provided with accommodations to ensure your participation in the general curriculum. In college, you must initiate the process to receive accommodations.

3. Common college accommodations:
   Some of the more common accommodations offered through colleges may include: priority registration, permission to record lectures, extended time on tests, testing in a limited-distraction environment, note taker for lectures and preferential seating.

4. Disability documentation:
   Most colleges will require you to provide documentation of your disability to receive accommodations. By researching these requirements, you will be able to gather the needed information in a timely manner.

5. Procedures to request accommodations:
   The college you attend will require you to follow procedures to request accommodations. It is up to you to know and monitor the process. Visit your college’s DSS office website and review the specific information regarding the registration process.

6. Meet with Disability Support Services:
   Make an appointment to meet with a representative from the DSS office well in advance of the start of the semester to review your documentation, discuss your individual needs, and determine if you are eligible for services.

7. You are responsible for requesting accommodations:
   You are the person responsible for communicating your accommodation needs with each instructor. Meet with each of your instructors and share your accommodation letter with them. Start practicing now. While in high school, request accommodations in class and actively participate in your IEP meetings, if applicable.

ADA and Rehab Act
https://www.ada.gov/cguide.htm#anchor62335

Family Educational Rights and Privacy Act (FERPA)
https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

U.S. Disability Support Services
https://www.usa.gov/disability-services

College Funding Resources for Individuals with Disabilities
https://www.amputee-coalition.org/resources/college-funding-resources-for-individuals-with-disabilities/

Employment Resources
https://www.amputee-coalition.org/resources/employment-resources/

It is not the intention of the Amputee Coalition to provide specific medical or legal advice but rather to provide consumers with information to better understand their health and healthcare issues. The Amputee Coalition does not endorse any specific treatment, technology, company, service or device. Consumers are urged to consult with their healthcare providers for specific medical advice or before making any purchasing decisions involving their care.

© Amputee Coalition. Local reproduction for use by Amputee Coalition constituents is permitted as long as this copyright information is included. Organizations or individuals wishing to reprint this article in other publications, including other websites must contact the Amputee Coalition for permission to do so, by emailing a request to rc@amputee-coalition.org.