"Hello, everyone! Welcome to The Special Ed Strategist, where we dive into everything you need to know to help your child thrive in school and beyond. I’m Wendy Taylor, and today we’re covering a question I get all the time: What happens to my child’s rights under ADA and Section 504 when they leave high school and start college?
This topic is a game-changer for so many families because it’s about navigating that big transition between high school and higher education, where the rules shift and your child steps into a new world of independence. So, whether your child is planning for college, already there, or you’re simply curious about what’s on the horizon, let’s unpack how to make this leap with confidence and clarity."
________________

Segment 1: The Basics—ADA and Section 504 in K-12
Wendy Taylor:
"Alright, let’s start with the basics. When your child is in K-12 education, the landscape of disability rights is built around IDEA— the Individuals with Disabilities Education Act—ADA, and Section 504. You might be familiar with IDEA because it’s the law that governs IEPs, or Individualized Education Programs, ensuring that students receive specialized instruction and supports tailored to their unique needs. But when it comes to ADA and Section 504, we’re looking at anti-discrimination laws that serve a broader purpose.
ADA, or the Americans with Disabilities Act, is a civil rights law that prevents discrimination based on disability. It ensures that people with disabilities have the same rights and opportunities as everyone else across schools, businesses, and public spaces. Section 504 of the Rehabilitation Act is a bit more targeted—its focus is on programs that receive federal funding, which includes public schools, universities, and many community organizations.
In a K-12 setting, these laws come together to ensure that your child has ‘reasonable accommodations’ to access learning. Think of this as tools or adjustments to remove obstacles. Accommodations could mean anything from preferential seating to access to assistive technology, or extended time on tests. The goal? To level the playing field and ensure that your child can learn, participate, and engage with the curriculum alongside their peers."
________________

Segment 2: Transitioning from High School to College—What Changes?
Wendy Taylor:
"Now, here’s where the plot thickens. When your child moves from high school to college, the protections change. In high school, there’s an entire team working on IEPs and 504 plans, including parents, teachers, and special education staff. There’s monitoring, adjustments, and guidance at every step. But in college? Your child becomes the lead advocate for their own needs.
In college, IDEA no longer applies. ADA and Section 504 remain, but the way they operate is different. Instead of automatically receiving accommodations, students must disclose their disability and request accommodations themselves. This can be a real shift—suddenly, they’re the ones reaching out to the Disability Services Office, providing documentation, and even discussing their needs with professors.
To help them succeed, let’s talk through a few key differences:
1. Self-Advocacy Becomes Essential: One of the biggest shifts in college is that students are expected to self-advocate. Colleges have resources and supports, but students need to be the ones who initiate and communicate their needs. It’s a major step toward independence, and it’s a skill that can empower them well beyond college.
2. Documentation Requirements Are Different: Colleges often require updated documentation to prove a disability and the need for accommodations. In high school, your child may have had an IEP or 504 plan with older documentation, but in college, they may need a more recent assessment. Each college has its own requirements, so check with the Disability Services Office ahead of time.
3. Accommodations Look Different: In college, accommodations aren’t about modifying the curriculum, like they sometimes are in K-12. Instead, they’re about ensuring equal access. Accommodations are really about access, not altering the academic standards. In high school, accommodations could sometimes adjust what was required of students—for example, modifying assignments or changing grading. In college, however, the standards stay the same, and the focus is on access, not modifications.
Let’s look at some examples. In college, accommodations might include extended time for exams, note-taking assistance, access to a quiet space for tests, or permission to record lectures. But what you won’t see are changes to the actual curriculum or reduced expectations in classes. The aim is to support your child’s learning experience without compromising the academic integrity of the coursework.
And this leads us to another critical point: Communication. In college, it’s up to students to communicate with each professor about their accommodations. While the Disability Services Office will help set up the accommodations, it’s the student’s responsibility to follow through and ensure they’re implemented effectively in each class. It’s a shift from the hands-on support they may have had in high school, but with preparation and guidance, they can do this."
________________

Segment 3: Rights Over 18—What Changes for Parents?
Wendy Taylor:
"Now, let’s talk about a topic that many parents are curious about—the change in your role once your child turns 18. Under FERPA, which stands for the Family Educational Rights and Privacy Act, a student’s educational records belong to them once they’re 18. This means that as a parent, you won’t automatically have access to information about their classes, grades, or even their accommodations unless your child grants you permission.
For many families, this shift can feel like a huge adjustment. You’ve been involved in every aspect of their education, and now you might feel like you’re in the dark. But remember, this is an opportunity to support their growth. Encourage your child to communicate openly with you about what they need and how things are going.
If your child would like you to have access, they can sign a waiver to allow you to discuss certain aspects of their college experience with staff or professors. But remember, this isn’t a necessity for them to succeed—it’s more about giving them a safe space to navigate independence while knowing you’re there if they need support."
________________

Segment 4: Building Self-Advocacy Skills Before College
Wendy Taylor:
"So, how do we help our children get ready for this shift in responsibility and independence? Self-advocacy is something I talk about a lot, and that’s because it’s essential for navigating higher education and life beyond.
Here are a few steps to start practicing self-advocacy before they head off to college:
1. Practice Conversations: If your child is used to you handling all their educational needs, it might be a big change for them to speak up for themselves. Start practicing now by encouraging them to take the lead in conversations with teachers or coaches. Even simple things, like asking for help or clarifying assignments, can build their confidence.
2. Understanding Their Accommodations: Have your child get to know their own accommodations—what works, what doesn’t, and why. If they’re used to having extended test time, encourage them to articulate how it helps them focus or reduce anxiety. The more they understand the ‘why’ behind their accommodations, the better they’ll be able to explain their needs to college staff.
3. Encourage Responsibility for Documentation: Documentation is key in college, so encourage your child to get familiar with their paperwork. Teach them to keep copies of assessments, reports, and letters from professionals. When they know what they have and what they might need in the future, they’re more prepared to advocate for themselves."
________________

Segment 5: Specific Accommodations in College—What’s Possible?
Wendy Taylor:
"I think it’s helpful to go over some of the specific accommodations that students commonly use in college, so you have a clearer picture of what’s possible.
1. Extended Time and Alternative Testing Locations: Just like in high school, students can often request extended time or a distraction-free environment for tests. This can be invaluable for students with ADHD, anxiety, or processing disorders.
2. Note-Taking Services and Audio Recording: Many Disability Services Offices offer note-taking services or permission to record lectures. This can be a huge help for students who have difficulty processing information quickly or who need to revisit material multiple times.
3. Assistive Technology: Colleges often have a range of assistive technologies, like speech-to-text software, audio books, and screen readers. This can be life-changing for students with visual impairments, dyslexia, or other learning disabilities.
4. Housing Accommodations: Some colleges can offer specific housing accommodations if a student has medical or mental health needs. For example, students with anxiety might request a single room or a quieter dorm environment. Always reach out early—housing accommodations can take time to arrange.
Remember, every college is different. Some schools have extensive disability services, while others may have fewer resources. Encourage your child to start these conversations as soon as they accept their admission."
________________

Segment 6: Navigating the Transition as a Parent—Ways to Support
Wendy Taylor:
"I know it can be hard as a parent to step back after years of being so involved, but there are ways to stay supportive during this transition. Here are a few ideas:
1. Focus on Empowerment: Remind your child that they have rights and that asking for what they need is not only okay—it’s a strength. Encourage them to see self-advocacy as an empowering skill, one that will serve them far beyond college.
2. Be a Sounding Board, Not a Fixer: Sometimes, all they’ll need from you is a listening ear. Offer guidance without solving every problem for them. Ask questions like, 'How do you think you can approach this?' or 'What options do you have?' This can help them think through challenges without feeling like they need you to handle it all.
3. Know When to Step In: If your child is struggling to access accommodations or if there’s a serious roadblock, you can still be there as a partner. Reach out together or offer to sit in on a meeting, if allowed. But let them take the lead whenever possible."
________________

Segment 7: The Future Beyond College
Wendy Taylor:
"And here’s the beautiful part—these skills, these experiences, they’re not just about college. Self-advocacy, understanding one’s needs, communicating effectively—these are life skills that your child will carry into the workplace, into relationships, and into their community.
It’s a journey. And sometimes it’s a bumpy one. But every conversation, every experience they navigate, is part of building a toolkit they can carry forward.
And for you, as parents? You’re not just stepping back. You’re helping them step forward with confidence and self-knowledge, knowing they can face challenges independently."
________________

Conclusion: Encouragement and Final Thoughts
Wendy Taylor:
"Thank you for joining me on this journey today. The transition to college can feel overwhelming, but with the right preparation and a mindset of empowerment, it’s an opportunity for growth for both you and your child. Remember that support is out there—from Disability Services Offices to peer groups to online resources—and so many people want to see your child succeed.
As always, I’m here as a resource. If you have questions, reach out, and remember: this is just one part of the journey. Keep advocating, keep empowering, and stay connected to the people and resources that lift you up.
Until next time, this has been The Special Ed Strategist. Take care and keep moving forward!"