Difference Between K-12 & College
General Differences Between K-12 Education and University Education
The Office for Students with Disabilities (OSD) works with students to determine appropriate and reasonable accommodations for students with specific functional limitations due to disabilities. Because universities work under a different legal framework from high schools, our process may be different from what students have experienced in high school or other institutions. This document summarizes several of these differences. Nonetheless, our office is here to support students and work to ensure they receive reasonable accommodations.
A fundamental distinction comes down to the difference between expectations for students and teachers in high schools versus universities. At the university level, students are expected to be self-directed in their education; with respect to establishing disability-related accommodations, this means that students initiate the process and take responsibility for obtaining necessary documentation, etc. Therefore, at Cal State LA, students with disabilities should contact our office to initiate the interactive process.
Because the focus is on functional limitations, it is important that documentation identifies the student’s current functional limitations, particularly in an academic environment. While a diagnosis is often helpful, information from both medical providers and the student, which outlines how the disability impacts the student today, will assist our disability specialists in determining reasonable accommodations.
Applicable Laws
| High School | College |
|---|
| IDEA (Individuals with Disabilities Education Act) | ADA (Americans with Disabilities Act of 1990) |
| Section 504, Rehabilitation Act of 1973 | Section 504, Rehabilitation Act of 1973 |
| IDEA is about ensuring student success | ADA is about access to programs and services; success is the student's responsibility |
Required Documentation
| High School | College |
|---|
| IEP (Individualized Education Plan and/or 504 Plan) | Documentation guidelines specify information needed for each category of disability |
| School provides evaluation at no cost to student | Student must get evaluation at own expense |
| Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A. | Documentation must provide information on specific functional limitations, and demonstrate the need for specific accommodations |
General Differences
| High School | College |
|---|
| Class schedules are arranged by school personnel | Students arrange their own schedules |
| General education classes dictated by the state and/or the district requirements | Classes are based on a field or program of study; requirements may vary |
| Class attendance is usually mandatory and monitored carefully | Attendance policies are set by individual instructor and vary |
| Textbooks are typically provided at little or no expense | Textbooks can be expensive, and the student is responsible for obtaining them |
| Teachers and school personnel closely watch out for the students, guiding and correcting them if necessary | Students are expected to take responsibility for what they do and don’t do, as well as for the consequences of their decisions |
| An academic year usually consists of 2 semesters 15 weeks each) | An academic year may consist of 2 semesters (15 weeks each) |
| Personal care attendants are provided by the school | The student is responsible for finding, hiring, and paying for personal care attendants |
Self-Advocacy
| High School | College |
|---|
| Student is identified by the school and is supported by parents and teachers | Student must self-identify to the Office for Students with Disabilities |
| Primary responsibility for arranging accommodations belongs to the school | Primary responsibility for self-advocacy and arranging accommodations belongs to the student |
| Teachers approach you if they believe you need assistance | Professors are usually open and helpful, but most expect you to initiate contact if you need assistance |
Parental Role
| High School | College |
|---|
| Parent has access to student records and can participate in the accommodations process | Parent does not have access to student records without student’s written consent |
| Parent advocates for the student | Student advocates for self; parents have no contact with instructors |
Instruction
| High School | College |
|---|
| Teachers may modify curriculum and/or alter pace of assignments | Professors are not required to fundamentally alter curriculum |
| You are expected to read short assignments that are then discussed, and often re-taught, in class | You are assigned substantial amounts of reading and writing which may not be directly addressed in class |
| You seldom need to read anything more than once, and sometimes listening in class is enough | You need to review class notes and text material regularly |
High School Teacher vs. College Instructor
| High School | College |
|---|
| Grade and check completed homework | Assume homework is completed and students are able to perform on a test |
| May remind students of incomplete assignments | May not remind student of incomplete assignments as it is the responsibility of the student to check with instructor to see if requirements are being met |
| May know students’ needs and approach students when they need assistance | Are usually open and helpful, but expect students to initiate contact when assistance is needed |
| May be available before, during, or after class | May require students to attend scheduled office hours |
| Often provide student with information missed during absence | Expect student to get information from classmates or instructional assistant when they miss a class |
| Present material to help students understand what is in the textbook | Instructors may not follow the textbook, and lectures enhance the topic area |
| Often write information on the board or overhead to be copied for notes | The instructor may lecture nonstop; when the instructor writes on the board that is to enhance the lecture, not summarize it |
| Teach knowledge and facts, leading student through the thinking process | Expect students to think independently and connect seemingly unrelated information |
| Often take time to remind students of assignment and test dates | Remembering assignments and due dates are the responsibility of the student |
Grades and Tests
| High School | College |
|---|
IEP or 504 plan may include modifications to test format and/or grading | Grading and test format changes (i.e., multiple choice vs. essay) are generally not available. Accommodations to HOW tests are given (extended time, separate testing locations) are available when supported by disability documentation |
| Testing is frequent and covers small amounts of material | Testing is usually infrequent and may be cumulative, covering large amounts of material |
| Makeup tests are often available | Makeup tests are not often an option |
Teachers often take time to remind you of assignments and due dates | Professors expect you to read, save, and consult the course syllabus (online); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded |
Study Responsibilities
| High School | College |
|---|
| Tutoring and study support may be a service provided as part of I.E.P or 504 plans | Tutoring DOES NOT fall under the Office for Students with Disabilities. Students must seek out tutoring resources as they are available to all students. |
| Student time and assignments are structured by others | Students manage their own time and complete assignments independently |
| Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation | Students need to study at least 3 hours outside of class for each hour in class |