What Parents of Students with Disabilities
Need to Know About Postsecondary Education
The transition into a University setting can be stressful for any student, but for parents of students with disabilities, unique concerns may also be present. This informational sheet was developed to help clarify roles and make the transition smoother.
What are the responsibilities of the student if they have a disability?
- Laws regarding confidentiality and responsibility for disclosure change when a student becomes 18, so it is important that your student is comfortable with taking the leading role in working with Disability Services. Allow your student to make the first contact with Disability or Learning Services on campus.
- Provide appropriate and current documentation (not just an IEP or 504 Plan) that verifies the student’s disability and requested accommodations.
- Students should have a good understanding of their disability and any supports they need to be successful. They will need to be able to speak effectively with faculty or other staff regarding their accommodation plans and any support services they participate in.
- Students sometimes assume that what was provided in high school will be the same in college. Students should work closely with Disability Services to understand what can and cannot be provided.
- It is important that students understand policies, procedures and timelines of Disability Services.
What is the University's responsibility to students who are disabled?
- To provide equal access to programs or services in accordance with federal and state laws.
- Determine if the student is eligible for services.
- Maintain confidentiality of disability related information. Provide an appropriate procedure for students to disclose accommodation information to faculty or staff.
- To allow for reasonable accommodations, adjustments and modifications of courses, programs or services on a case-by-case basis. (As long as these accommodations do not alter core requirements classes/programs).
- A grievance policy whereby students can have concerns about reasonable accommodations or modifications investigated.
- Develop policies and procedures related to students with disabilities and offer support towards the goal of equitable access for all parties.
What are the responsibilities of parents of students with disabilities?
· Understand that your role has changed. Parents are often used to advocating for their son or daughter in K-12 Special Education settings. In the collegiate level, this responsibility becomes one of self-advocacy. You are support and information for them, but the responsibility is now up to the student.
· Encourage students to get services set up early. Sometimes students in college no longer want to be treated “separately” and may avoid this. Encourage them to set up services, try it out, and then decide if they decide to discontinue services later.
· Assist your student in getting appropriate documentation. This may require assistance because it may involve outside parties (e.g., physician, psychologist). Assist them, but allow the student to provide the information.
· Go through documentation with your student. What is their diagnosis? What are the recommendations for your son or daughter? What does having a learning disability, depression or a health condition mean on a daily basis? What are they concerned about? What are their strengths?
· Check in with your student on their progress. Ask questions not only about grades, but about what they are learning, if they are seeking supportive services, and how they are handling the transition.
· Let go a little. Students need to test the waters on their own, and sometimes this means they may do things poorly—they may choose not to take part in support services or have academic issues. This is part of a transitional process, and it’s important to know when to step in and help and when to allow the student to have consequences for their own choices.
· Help your student learn to help themselves. If your student has a concern, ask if this is something they can and should handle? Do they know who to contact? If not, help them figure out the next steps to take, but allow them to do the action. They should send their own email or make their own phones/appointments with appropriate people who can assist them. Problem solve with them, not for them.
