Going from high school to college is exciting but can also feel overwhelming, especially for students with disabilities and their families. College life brings new academic expectations, social opportunities, and independence, and the way support is provided often changes dramatically from what students experienced in high school.
This guide is designed to make that transition smoother by offering clear, practical advice. You will learn about the key differences between high school and college disability services, steps to prepare during high school, and resources tailored to specific disabilities. Additionally, we provide answers to common questions from families and students about postsecondary programs and services, so you can feel confident navigating the next stage of education.
In This Article:
- Key Differences Between High School and College Disability Services
- Preparing During High School: Step-by-Step
- Resources by Type of Disability
- Frequently Asked Questions (PACER)
- Final Thoughts
Whether you are a student preparing to take the lead in advocating for your needs or a family member looking to support your child, this guide will help you understand what to expect and how to make the most of available resources.
1. Key Differences Between High School and College Disability Services
Transitioning from high school to college is a big step for any student, and for students with disabilities, understanding how support works in college is essential. While high schools provide a structured environment where the school is responsible for ensuring accommodations, colleges operate differently.
Academic Accommodations
- In high school, students receive a free appropriate public education (FAPE), which includes accommodations written into IEPs or 504 Plans. Teachers and staff are generally proactive in providing support.
- Colleges provide “reasonable accommodations” but are not required to provide FAPE. This means students need to initiate requests, provide documentation, and follow up with disability services offices.
Disclosure
- In high school, support is generally provided without the student needing to advocate for it constantly.
- In college, students must self-disclose their disability to receive accommodations. This is a personal choice, but without disclosure, students will not receive formal support.
Self-Advocacy
- Colleges expect students to communicate their needs, schedule meetings, and manage accommodations independently. Building self-advocacy skills is essential before graduation from high school.
Students’ Rights
- Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act protect students from discrimination.
- Colleges cannot deny admission or educational opportunities solely because of a disability.
- Students have the right to reasonable accommodations, accessible facilities, and non-discriminatory practices in housing and programs.
2. Preparing During High School: Step-by-Step
Early preparation helps students move confidently into college life. Here’s a practical roadmap.
Step 1: Gather Important Documents
- IEP or 504 Plan
- Recent evaluations (psychological, educational, or medical)
- Documentation of standardized test accommodations
Having these on hand ensures colleges have the necessary information to provide support efficiently.
Step 2: Ask Key Questions
- What accommodations are available in classes and testing?
- How does the disability services office handle requests?
- Are peer mentoring or social support programs available?
- What technology or assistive devices are supported?
Step 3: Build Essential Skills
- Self-advocacy: Practice requesting help, explaining needs clearly, and following up when necessary.
- Time management: Use planners, calendars, and reminder systems to manage coursework and deadlines.
- Study strategies: Develop note-taking, reading comprehension, and organizational techniques.
Rights Awareness
- Students should know they are entitled to equal access, reasonable accommodations, and accessible housing if provided to non-disabled peers. This knowledge allows them to advocate effectively and confidently.
3. Resources by Type of Disability
ADHD
ADHD, or Attention-Deficit/Hyperactivity Disorder, is a condition that affects focus, impulse control, and organization. In college, students with ADHD may find it challenging to manage assignments independently or stay on top of deadlines. Support can include structured schedules, quiet testing spaces, and extended time on exams.
Organizations like CHADD provide strategies for self-advocacy and academic success, while the National Resource Center on ADHD offers healthcare information, study tips, and answers to common parenting questions. The Attention Deficit Disorder Association lists college resources and networking opportunities. Tools such as Priority Matrix can help with task management, and platforms like ADHD & You provide study tips and guidance tailored to students.
Learning Disabilities
Learning disabilities, such as dyslexia, dyscalculia, or dysgraphia, affect how a person processes information, which can impact reading, writing, or math. Transitioning to college may be difficult because students need to develop independent study strategies and access tools like note-taking support or assistive technology.
Resources like LD Online and the National Center for Learning Disabilities (NCLD) offer guidance for study strategies, academic accommodations, and planning for success. The Learning Disabilities Association of America provides parent- and student-driven resources, including information on advocacy and educational rights. The DO-IT Center at the University of Washington focuses on technology and empowerment programs for students with learning differences.
For students with dyslexia specifically, the International Dyslexia Association shares research, tutoring contacts, and resources for academic language assistance. Online tools like Ginger (grammar and sentence rephrasing support) and Dyslexia Connect (virtual tutoring programs) can also help students manage college-level coursework effectively.
Visual Impairments
Students with visual impairments may have partial or total vision loss, which can affect reading and navigating campus independently. College may require accessible textbooks, screen readers, braille materials, and orientation to campus layout.
The American Foundation for the Blind provides guidance on assistive technology, while Accessible Media Services offers textbooks in braille or audio format. Apps like Be My Eyes connect visually impaired students with volunteers for live visual assistance. The American Council of the Blind offers scholarships, advocacy, and updates on accessible schools, while Family Connect supports parents and students with information about testing and accommodations.
Hearing Impairments
Hearing impairments range from partial to total hearing loss, affecting communication and participation in standard classroom settings. College students may need captioning, sign language interpreters, or assistive listening devices to fully engage in lectures and group discussions.
The National Association of the Deaf offers guidance for transitioning to college, and the Registry of Interpreters for the Deaf helps locate qualified interpreters. The Center for Hearing and Communication provides resources on hearing technology and solutions, while the Starkey Hearing Foundation offers hearing aids and global support programs. HandSpeak provides free sign language learning tools, and Gallaudet University is a leading institution for deaf and hard-of-hearing students.
Mobility / Physical Disabilities
Mobility or physical disabilities include conditions that affect movement or strength, such as spinal cord injuries or cerebral palsy. Students may need accessible classrooms, labs, adaptive equipment, or transportation support.
The United Spinal Association provides guidance on independent living and campus accessibility. The American Association of People with Disabilities shares information on advocacy, scholarships, and community support. The American Association on Health & Disability offers details on scholarships and updates about universities that provide strong support for students with physical disabilities. The ADA website also includes guidance on rights and accommodations in higher education.
Chronic Health Conditions
Chronic health conditions such as diabetes, epilepsy, or asthma require ongoing management that can affect attendance and participation. College students may need flexible scheduling, medical accommodations, or emergency support plans.
The College Health Guide shares practical advice on managing chronic conditions in school. Campus disability services and health offices also coordinate accommodations. For broader advocacy and information, the American Association on Health & Disability provides updates on health equity and college resources.
Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder affects social communication, behavior, and sometimes sensory processing. College students with ASD may need support for social integration, executive functioning, and structured routines, in addition to academic accommodations.
Autism Speaks offers transition guides, scholarship resources, and community networks. The Autism Society provides advocacy and college preparation resources. Technology tools like Audio Notetaker can help students organize lectures and coursework effectively.
Mental Health Conditions
Conditions such as anxiety, depression, or bipolar disorder can influence academic performance and campus life. Students may need counseling, accommodations for coursework or testing, and strategies for managing stress.
Organizations like Active Minds promote peer-based mental health support and awareness. College counseling and disability services also provide direct academic and wellness support. National resources such as the National Institute of Mental Health (NIMH) share research and treatment guidance relevant to students navigating higher education.
Cognitive Disabilities
Cognitive disabilities can include intellectual disabilities or conditions that affect memory, problem-solving, or comprehension. Transitioning to college may involve exploring specialized programs, support networks, and adaptive technologies.
Think College focuses on higher education options for students with intellectual disabilities, including program databases and guidance for families. PACER’s National Parent Center on Transition and Employment provides family-centered resources for high school-to-college transition. Tools like Co:Writer Universal offer word prediction and speech recognition to support writing tasks, while Cognitive Problems Caregiving shares tips for caregivers supporting students with cognitive challenges.
Speech Disorders
Speech disorders can affect articulation, fluency, or voice, and may create barriers in presentations or classroom participation. Students with speech-related disabilities might benefit from therapy, communication devices, or supportive technology.
The American Speech-Language-Hearing Association offers education and advocacy for students with speech impairments. The National Institute on Deafness and Other Communication Disorders provides research and funding information. Tools like MyTalk Tools and Speech Trainer 3D can help students practice and enhance communication skills.
Quick-Reference Chart: Resources at a Glance
To help families and students quickly find relevant resources, here is a visual summary of disability types, transition considerations, and key support resources:
| Disability | Transition Considerations | Key Resources & Links |
| ADHD | Managing attention, time management, independent organization | CHADD · Attention Deficit Disorder Association · National Resource Center on ADHD · Priority Matrix · ADHD & You · College Disability Services Offices |
| Learning Disabilities | Reading, writing, or math challenges; independent study strategies | LD Online · NCLD · Learning Disabilities Association of America · DO-IT Center · International Dyslexia Association · Ginger · Dyslexia Connect |
| Visual Impairments | Accessible textbooks, screen readers, braille materials | American Foundation for the Blind · Accessible Media Services · Be My Eyes · American Council of the Blind · Family Connect |
| Hearing Impairments | Captioning, interpreters, assistive listening devices | NAD · RID · Center for Hearing and Communication · Starkey Hearing Foundation · HandSpeak · Gallaudet University |
| Mobility / Physical Disabilities | Campus accessibility, transportation, adaptive equipment | United Spinal Association · American Association of People with Disabilities · American Association on Health & Disability · ADA Website · Campus Disability Services Offices |
| Chronic Health Conditions | Flexible scheduling, medical accommodations, emergency planning | College Health Guide · American Association on Health & Disability · Campus Health & Disability Offices |
| Autism Spectrum Disorders | Social integration, executive function, academic support | Autism Speaks · Autism Society · Audio Notetaker · College Disability Services Offices |
| Mental Health Conditions | Stress management, counseling, accommodations for psychiatric needs | Active Minds · National Institute of Mental Health (NIMH) · Campus Counseling & Disability Services |
| Cognitive Disabilities | Memory, problem-solving, comprehension; specialized support programs | Think College · PACER Center for Parents of Students with Intellectual Disabilities · Co:Writer Universal · Cognitive Problems Caregiving |
| Speech Disorders | Articulation, fluency, or voice support; communication tools | American Speech-Language-Hearing Association · National Institute on Deafness and Other Communication Disorders · MyTalk Tools · Speech Trainer 3D |
4. Frequently Asked Questions (PACER)
As students and families prepare for the transition from high school to postsecondary education, it is important to understand that the rights and responsibilities shift in significant ways. While many parents are familiar with the Individuals with Disabilities Education Act (IDEA), fewer know about the protections provided by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. PACER, a national organization that supports families of children and young adults with disabilities, frequently addresses common concerns. Below are three of the most frequent questions they receive.
Q. How does the ADA affect postsecondary programs?
A. Title II of the ADA covers state-funded programs such as universities, community colleges, and career and technical schools. Title III of the ADA applies to private colleges and vocational programs. If a postsecondary program receives federal funding (which most do), it is also subject to Section 504 of the Rehabilitation Act, which requires schools to make programs accessible to qualified students with disabilities.
Q. What are the differences between the ADA and Section 504?
A. In practice, there are few differences for most postsecondary programs. Section 504 applies only to programs receiving federal financial assistance, but nearly all colleges and universities fall into that category. The ADA Title II requirements for public institutions were modeled after Section 504. Private institutions that do not receive federal funding are not bound by Section 504 or ADA Title II, but under Title III they must still provide reasonable accommodations, even if the standards are somewhat less extensive.
Q. How do the ADA and Section 504 affect admissions requirements?
A. Postsecondary institutions cannot exclude applicants with disabilities or impose eligibility requirements that screen them out. Applications cannot ask about a history of disability or mental illness. Schools may apply safety standards, but these must be based on actual risks rather than assumptions or stereotypes. It is also illegal for schools to treat students with disabilities differently because of insurance concerns, unless based on sound actuarial data or actual experience.
Final Thoughts
The transition to college can feel challenging, but with preparation, knowledge, and support, students with disabilities can thrive academically and socially. By understanding key differences from high school, building self-advocacy skills, gathering necessary documentation, and utilizing tailored resources, students and families can approach this next chapter with confidence. If you’d like additional assistance from a college admissions consultant, Solomon can help. Contact us today.
References
- U.S. Department of Education, Office for Civil Rights. Transition of Students with Disabilities to Postsecondary Education. Retrieved from http://www2.ed.gov/about/offices/list/ocr/transition.html
- Washington State GEAR UP. (2025). Preparing Students with Disabilities for College. Retrieved from https://gearup.wa.gov/sites/default/files/resources/preparing_students_with_disabilities_%202025.pdf
- DO-IT, University of Washington. (n.d.). Preparing for College: Online Tutorial. Retrieved from https://web.archive.org/web/20210414192304/https://www.washington.edu/doit/preparing-college-online-tutorial
- HEATH Resource Center, George Washington University. (n.d.). A Parent’s Guide to the Transition to Postsecondary Education. Retrieved from https://web.archive.org/web/20221006031431/https://www.heath.gwu.edu/parents-guide-transition
- Tulsa Community College. Disability Services: High School vs. College. Retrieved from https://web.archive.org/web/20221006031431/https://www.tulsacc.edu/support/accessibility-resources/disability-services-high-school-vs-college
- U.S. Department of Education. (2020). Policy Guidance on the Transition to Postsecondary Education and Employment for Students and Youth with Disabilities. Retrieved from https://sites.ed.gov/idea/idea-files/policy-guidance-transition-guide-postsecondary-education-employment-students-youth-disabilities-august-2020/
- U.S. Department of Health & Human Services. Section 504 of the Rehabilitation Act of 1973. Retrieved from https://www.hhs.gov/civil-rights/for-individuals/disability/section-504-rehabilitation-act-of-1973/index.html?utm_source=chatgpt.com
- ADA.gov. Title II of the Americans with Disabilities Act. Retrieved from https://www.ada.gov/law-and-regs/ada/?utm_source=chatgpt.com
- Affordable Colleges Online. Resources for Students with Disabilities. Retrieved from https://www.affordablecollegesonline.org/college-resource-center/resources-for-students-with-disabilities/
- Accredited Online Colleges. Accredited Online Colleges and Disability Education. Retrieved from https://www.accreditedonlinecolleges.org/resources/accredited-online-colleges-and-disability-education/
- PACER Center. (2025). Frequently Asked Questions about Postsecondary Programs and Services for Students with Disabilities. Retrieved from https://web.archive.org/web/20250216215515/https://www.pacer.org/transition/resource-library/publications/NPC-42.pdf
All of our blog posts are written by Former College Admission Officers who serve as members of our admission consultant team.
