High School

College

Applicable Laws

  
  • IDEA 2004 (Individuals with Disabilities Education Act)
  • Section 504, Rehabilitation Act of 1973

  • Intention of IDEA is educational success.
  • ADA (Americans with Disabilities Act of 1990, Title II)
  • Section 504, Rehabilitation Act of 1973

  • Intention of ADA is equal access.

Documentation
  • IEP (Individual Education Plan) and/or 504 Plan.
  • School pays evaluation expenses.
  • Eligibility by IDEA category
  • Documentation should include complete diagnostic testing results.
  • Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations.
  • Student pays evaluation expenses

Student Role

  
  • Student identified by the school.
  • Primary responsibility for arranging accommodations belongs to school.
  • Teachers approach you if they believe you need assistance.
  • Student self identifies.
  • Student has primary responsibility for self-advocacy and arranging accommodations.
  • Professors expect students to seek help if needed.

Parental Role

  
  • Parent has access to student records.
  • Parent participates in the process.
  • Parent advocates for student.
  • Parent does not have access to student records without written consent from student.
  • Student advocates for self.

Instruction

  
  • 25-‐30 hours a week in the classroom
  • Emphasis on in class learning is primary.
  • Independent reading and study are limited.
  • Learning is teacher focused.
  • Teachers may modify or alter curriculum and/or pace of assignments.
  • Reading assignments are short.
  • Teachers direct students step by step with frequent reminders.
  • Expectation of limited volume of writing while still learning writing process.
  • 12-‐15 hours a week in the classroom
  • Emphasis on independent reading and study time.
  • Learning is student centered.
  • Instructors not required to modify design or alter assignment deadlines.
  • Substantial reading assignments and out of class research/study.
  • Expectation of frequent independent review of class notes, text, and research.
  • Expectation of substantial volume of proficient writing.

Tests

  
  • IEP or 504 plan may include modifications to test format and/or grading.
  • Testing is frequent and covers small quantity of material.
  • Teachers often take time to remind you of due dates and assignments.
  • Grading and test format changes are generally not available.
  • Accommodations to HOW tests are given are available (extended time, reader, breaks w/o study).
  • Testing often infrequent, covers large amounts of material, and may be cumulative.
  • Makeup tests frequently not an option.

Grades

  
  • Many assignments and tests are offered.
  • No one assignment carries major course weight.
  • Teachers frequently go over grades, due dates, and expectations.
  • There may be very few assignments.
  • Each assignment may carry significant weight in the final grade.
  • Long term assignments are common.
  • Students expected to read, save, and consult the course syllabus.
  • Faculty give very little in the way of reminders.

Study Responsibilities and Student Expectations

  
  • Tutoring and study support may be a service provided as part of an IEP or 504 plan.
  • Time and assignments are structured by others.
  • Daily schedule generally follows a consistent routine.
  • Study expectations may be as little as 0---2 hours a week and is generally last-minute test preparation.
  • Students are not expected to learn or study information beyond what is covered in class and assigned.
  • Assimilation of information is generally provided by the teacher and often provided in a consolidated review or study guide.
  • Function with tremendous structure, guidance, and specific proscribed direction
  • Tutoring DOES NOT fall under Disability Services.
  • Students have a variety of academic tutoring opportunities available.
  • Students must manage their own time and complete assignments independently.
  • Daily schedule is not consistent and may have large blocks of time with no classes/labs.
  • Study expectations are 2--3 hours outside of class for each hour spent in class.
  • Pursuit of inquiry and research is expected.
  • Assimilation of information (notes, reading, research) is the student’s responsibility.
  • Function autonomously (independence and self-sufficiency expected)
  Source: Julia Timmons, University of Lynchburg

 

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