Parent Resources

Role of Parents of Students with Disabilities in the Accommodation Process

• Understand that your student is now treated as an adult in the college system.
• Learn about the differences between the high school accommodation process and the college accommodation process.
• Respect the fact that some students will not want to initially use college accommodations even though high school accommodations were used; it's the student's choice.
• Balance the need to let your student share his personal story with you sharing your student's story; the DSS will work with you and will acknowledge your perspective, but we need to work with your student first and foremost.
• Find a healthy balance of knowing when to become actively involved in a situation; give your student an opportunity to learn. 
• Realize that most course instructors will want to work with your student directly, not a parent; if you are really concerned about a classroom situation, contact the DSS office.
• Appreciate the fact that successful college students do not often have the highest GPA, but rather are the most independent students who are great self-advocates and sound managers of life's details.

Differences Between High School and College for Students with Disabilities

• Applicable Laws:
  • High School
    • IDEA (Individuals with Disabilities Education Act)
    • Section 504, Rehabilitation Act of 1973
    • IDEA is about success
  • College
    • ADA (Americans with Disabilities Act of 1990, Title II)
    • Section 504, Rehabilitation Act of 1973, particular reference to Subpart E.
    • ADA is about equal access
• Required Documentation:
  • High School
    • IEP (Individual Education Plan) and/or 504 Plan
    • School provides evaluation
    • Documentation focuses on determining whether student is eligible for services based on specific disability categories in IDEA
  • College
    • High school IEP and 504 may not be sufficient. Documentation guidelines specify information required
    • Student responsible for cost of evaluation
    • Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations
• Self-Advocacy:
  • High School
    • School District identifies students with disabilities
    • School District responsible for developing educational plan
    • Teachers approach you if they believe you need assistance
  • College
    • Student must self-identify to the Office of Disability Services
    • Primary responsibility for self-advocacy and arranging accommodations belongs to the student
    • Professors are usually open and helpful, but most expect you to initiate contact if you need assistance
• Parental Role:
  • High School
    • Parent has access to student records and can participate in the accommodation process
    • Parent advocates for student
  • College
    • Parent does not have access to student records without student's written consent (FERPA)
    • Student advocates for own needs
• Instruction:
  • High School
    • Teachers may modify curriculum and/alter curriculum & pace of assignments
    • Short assignments are read and discussed and often re-taught in class
    • You seldom need to read anything more than once; sometimes listening in class is enough
  • College
    • Professors are not required to modify design or alter assignments that fundamentally alter the course
    • You are assigned substantial amounts of reading and writing, which may not be directly addressed in class
    • You need to review class notes and text and material regularly
• Grades and Tests:
  • High School
    • IEP or 504 plans may include modifications to test format and/or grading
    • Testing is frequent and covers small amounts of material
    • Makeup tests are often available
    • Teachers often take time to remind you of assignments and due dates
  • College
    • Grading and test format changes (i.e. multiple choice vs. essay) are generally not available
    • Testing is usually infrequent and may be cumulative, covering large amounts of material
    • Makeup tests are rarely an option and usually not a reasonable accommodation
    • Professors expect you to read, save, and consult the course syllabus (outline); the syllabus explains what is expected, when it is due, and how you will be graded
• Study Responsibilities:
  • High School
    • Tutoring and study support may be a service provided as part of an IEP or 504 plan
    • Your time and assignments are structured by others
    • You may study outside class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation
  • College
    • Tutoring is not managed through Disability Services. Students with disabilities can seek out tutoring resources at the ASC & available to all OU students
    • You manage your own time and complete assignments independently
    • You need to study at least 2 to 3 hours outside of class for each hour in class

Student Myths and Misconceptions

1. I can make arrangements with the DSS office to wake me up in the morning, make sure I get to class/exams, help me get organized, and remind me of deadlines.
   Truth: Items of a personal nature are the responsibility of the student. The institution expects that students can get to class and be responsible as part of being "otherwise qualified."
2. Because of my disability, admission and/or graduation requirements can be altered/flexible.
   Truth: Established requirements - admission, graduation, course, GPA, code of conduct, etc. are the same for all students.
3. Accommodations are supposed to guarantee that I will pass my classes.
   Truth: Accommodations are meant to provide equal access and equal opportunity. Access is no guarantee of success.
4. DSS/OU will provide transportation from my home to campus.
   Truth: Equal access to transportation is required. If none exists, there is no responsibility to create a system for students with disabilities.
5. I sent my documentation to the admissions office so I will be taken care of.
   Truth: DSS is the designated office on campus to verify eligibility for services and maintain confidential disability records.
6. Absences will automatically be excused if I am sick or if it is disability related.
   Truth: Attendance is usually considered an "essential requirement" and is subject to the attendance policy of the professor.
7. Colleges are required to provide one-on-one tutoring.
   Truth: Tutoring is considered "personal"Â� and outside the scope of accommodations. All students have access to tutoring, study skills workshops, time management, test-taking strategies etc. offered through The Tutoring Center. 

Students have rights and responsibilities under ADA.

What are a university's responsibilities to students with disabilities, and how do these responsibilities differ from a school's responsibilities under special education law (IDEA)?

Students who have been served under the Individuals with Disabilities Education Act (IDEA) while in elementary or secondary school often harbor some misconceptions about a university's responsibilities to persons with disabilities and the range of services a post-secondary institution is required to provide. Though post-secondary institutions such as Oakland University do have a legal responsibility (under section 504 or the Rehabilitation Act of 1973 and the American with Disabilities Act) to make their programs and services accessible to persons with disabilities, the broad mandated responsibilities that elementary and secondary schools incur under the IDEA don't apply to post-secondary institutions.

The Individuals with Disabilities Education Act is an "entitlement" law intended to guarantee persons with disabilities a free and appropriate primary and secondary education that allows for achievement. Within this educational framework, funding is mandated to identify children with significant problems and provide them with appropriate services that facilitate successful learning. Aggressive measures, including the substantial alteration of academic course requirements, are often used to assure the success of students in special education programs.

In contrast, section 504 and the ADA are "non-discrimination" statutes that are based on a civil rights model. They aren't entitlement laws, and they don't guarantee successful learning or mandate the creation of special programs for persons with disabilities. Instead, section 504 and the ADA guarantee that the simple presence of a disability cannot be used as the basis for denying an otherwise qualified student equal "access to the same programs, services and facilities available to others". Simply stated, the goal of section 504 and the ADA is to remove barriers and to guarantee reasonable accommodations so that persons with disabilities have an opportunity to participate at the level enjoyed by the average person.

Pursuant to the Federal Rehabilitation Act, Oakland University will make reasonable modifications to its academic requirements as are necessary to ensure that such requirements do not discriminate or have the effect of discriminating, on the basis of disability, against a qualified disabled applicant or student; provided however, that no modifications will be made to requirements essential to the instruction being pursued by such student or to any directly related licensing requirement.  Reasonable modifications may include changes in the length of time permitted for the completion of degree requirements, substitution of specific courses required for the completion of degree requirements, and adaptation of the manner in which specific courses are conducted.  Similarly, pursuant to the Federal Americans with Disabilities Act, Oakland University will make reasonable modifications in polices, practices, or procedures when the modifications are necessary to avoid discrimination on the basis of disability; provided however, no modifications will be made that will fundamentally alter the nature of the services, program, or activity.