Transitioning to College
If you enroll at LC and seek services for a disability, you must self-identify to the Support Services Coordinator.
The Support Services Coordinator can help you, whether you received services in high school or are seeking a referral for testing to determine if you have a suspected disability.
Transition to college can be challenging for students with disabilities. If you come to LC after receiving services through your high school, then you must adjust to the different laws and services regarding access.
Differences Between High School and College Disability Services
At the elementary and secondary levels, school districts are mandated by IDEA - Individuals with Disabilities Education Act - to provide support services including: identifying students with special needs, evaluating them, and providing accommodations. It is the special educator's responsibility to meet with the parents and faculty, draw up an Individual Education Plan (IEP) for each student, and attempt to help students meet their goals. Classroom teachers are made aware of the students' classroom goals, needs, and IEP goals and work closely with the special educator to help students succeed.
At the college level, however, procedures change dramatically. At Lynchburg College, the responsibility shifts to you and you become responsible for self-identification. You must provide appropriate documentation of the disability.
While Lynchburg College is responsible for providing you with reasonable accommodations, you must demonstrate eligibility, ask for services, and fully participate in the process.
| High School | College |
|---|---|
|
Services provided under IDEA or Section 504. |
Services provided under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. |
|
School district identifies and evaluates disability at no cost to the student or family. |
You must self-identify and provide documentation of disability. |
|
You have fewer responsibilities. |
You are expected to live more independently. |
|
You are assisted with decisions. |
You become responsible for an increasing number of decisions. |
|
Limits and goals are set for you by parents and teachers. |
You are expected to make independent decisions. |
|
Attendance and progress is well monitored. |
You are responsible for attendance and awareness of your progress or lack thereof. |
|
Your time is structured by home and school. |
You manage your own time. |
|
Special education teacher is the liaison between students, parents, teachers. |
You are responsible for self-advocacy. |
|
Summary for High School |
Summary for College |
|
Students with disabilities are placed in "special education" and possibly served separately from other students. |
You must self-identify disability and request services from postsecondary institution. |
Adapted from St. Louis Community College. Compiled from: Claire E. Weinstein, Karalee Johnson, Robert Malloch, Scott Ridley and Paul Schuls, Innovation Abstracts (vol. X No. 21; Sept. 30, 1988); National Institute for Staff & Organizational Development; the University of Texas, Austin, Texas, 78712 F. Shaw, L.C. Brinckerhoff, J. Kistler and J. M. McGuire, 1991, Learning Disabilities A Multidisciplinary Journal 2, 21-26;The Postsecondary Learning Disabilities Primer, Learning Disabilities Training Project, Western Colina University, 1989; Vogel, S. A. Alderman, P.B. 1993, Success for College Students with Learning Disabilitie; Brinckerhoff, L.C., S.F. Shaw and J. M. McGuire, 1993, Promoting Postsecondary Education for Students with Learning Disabilities.
Your New Responsibilities
Self-advocacy is a skill you must learn and practice inside and outside of the classroom. It is our belief that you benefit when you understand the limitations imposed by your disabilities and can communicate these to your instructors.
You must also know what kind of classroom assistance will help you maximize your academic abilities. You are encouraged to work with the Support Services Coordinator and your instructors early in the semester to explain your disabilities and ask for accommodations.
Changes for Families
You parents or guardians may have difficulty with your transition to college. Their past experience of taking an active part in the Individualized Educational Planning Process changes at the postsecondary level. Because of the differences in the law, once you turn 18 years of age and are considered a legal adult, your parents must take a secondary role. Sometimes parents are not aware of the changes at the postsecondary level and need to become familiar with legal limitations.
We encourage you and your family to attend the support services session offered during SOAR - Summer Orientation and Registration (SOAR).
