Understanding Accommodations In College

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Starting college is a big transition. For students with disabilities, there might be a few extra steps to navigate. High school accommodations and services often focus on ensuring success, while college accommodations and services are focused on providing equal access.

In college, the student will be the primary person advocating for their needs during each step of the process. We understand that this is a shift for students (and parents), but rest assured, students do not have to navigate this alone. Our Accessibility Resources team is here to guide and support you through all parts of the process.

Parents, we understand that your commitment to advocating for your student in K-12 was pivotal to ensure your student’s success. In Post-Secondary education, however, the responsibility to request and utilize accommodations belongs to the student.  Visit the Additional Resources section to learn how you can continue to advocate for your student.

Understanding the Difference: High School vs. College

The shift from high school to college comes with important changes to how accommodations work. To help you better understand what to expect (and how to prepare!), we’ve outlined key differences below.

High SchoolCollege
The applicable laws are the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation ActThe applicable laws are the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act
IDEA is about successThe ADA is about access
The school district is responsible for identifying a student's disabilityStudents must self-identify their disability to the university by registering with the Office of Disability Services
The school district develops Individualized Education Plans (IEPs) and 504 plans to define educational servicesUniversities do not develop or follow IEP or 504 plans, and these are not always sufficient documentation when requesting services
Documentation focuses on determining eligibility for services based on specific disability categories in IDEADocumentation must provide information on specific functional limitations and demonstrate the need for accommodations
Primary responsibility for arranging accommodations and modifications belongs to the schoolPrimary responsibility for self-advocacy and arranging accommodations belongs to the students (who may seek assistance from the DS office)
Parents advocate for studentsStudents must advocate for themselves
Teachers are provided information about students' disability by school psychologists, special education case managers, or other staff membersUniversity faculty are provided information about students' disabilities by the student
Fundamental modifications of programs and curricula are requiredFundamental modifications of programs and curricula are not required
Tutoring and study support may be a service provided as part of an IEP or 504 planTutoring does not fall under Disability Services. Students with disabilities must seek out tutoring resources as they are available to all students
Parents and teachers often remind students of their responsibilities and give regular guidance in setting prioritiesStudents must balance their own responsibilities and set priorities. Faculty, advisors, and other staff are available from which to request support and guidance

Additional Resources

The Office of Accessibility Resources (AR) has compiled the following resources for students, parents, and educators preparing for the transition from high school to college.

For Students

Under the ADA and Section 504, the Interactive Process is a collaboration between the student and the accessibility office at the postsecondary level. Accommodation decisions depend on the student’s personal experience of functional limitations and how the student is impacted on campus. For this reason, to determine reasonable accommodations, we need to hear directly from the student about their firsthand experience regarding the accommodations being requested.

We understand that parents are students’ primary advocates in K-12. We encourage students to work with parents to help prepare thoughts, questions, or documentation ahead of time. Students are welcome to share details of the meeting and their approved accommodation plan with family.

Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities
This letter to students by the Office of Civil Rights explains some important information about your rights and responsibilities as a student with a disability in postsecondary education.

For Parents

Under the ADA and Section 504, the Interactive Process is a collaboration between the student and the accessibility office at the postsecondary level. Accommodation decisions depend on the student’s personal experience of functional limitations and how the student is impacted on campus. For this reason, our office prioritizes one-on-one meetings with the student.

While we value parents and the support they have provided for their student in K-12, our legal responsibility is to engage in direct dialogue with the student. We encourage parents to help their student prepare thoughts, questions, or documentation ahead of the students’ engagement in the Interactive Process. Students are welcome to share details of meetings and any requested or approved accommodations with parents.

A signed FERPA release allows us to share information with parents, but it does not replace the direct, one-on-one Interactive Process required by the ADA. Parents are encouraged to email accessibility@rmc.edu with any questions regarding the Interactive Process.

Dear Parent Letter
This letter to parents by the Office of Civil Rights explains some difference between high school and college regarding accommodations of disabilities.

For High School Educators

Transition of Students with Disabilities to Postsecondary Education: A Guide for High School Educators
This letter to educators by the Office of Civil Rights reviews some frequently asked questions regarding the admission process, documentation of disability, and obtaining services in postsecondary educations for students with disabilities.

General Resources

Legal Rights and Responsibilities for Students [pdf]
This document produced by Project CONNECT at Henderson State University outlines the differences between college and high school responsibilities and laws regarding disability services.

The Virginia Department of Education Transition Services website provides support, information and resources designed to improve the outcomes of students with disabilities in transition from middle/secondary education to postsecondary education and employment.

  • Enhance the ability of students with disabilities to understand how that disability affects the student in an educational setting, and with this understanding learn how to be a better self-advocate.
  • Communicate effectively with pre-admission students and their parents, providing information about office processes, procedures, and services.
  • Continually review relevant court and Office for Civil Rights rulings concerning persons with disabilities, as well as reviewing best practice models by maintaining membership in professional organizations and subscriptions to peer-reviewed journals and other relevant publications.
  • Provide leadership that ensures disability is recognized as a rich part of the diversity fabric on campus by providing information, education, and consultation to the entire Randolph-Macon community.

Frequently Asked Questions from Prospective Students

I’m considering RMC and would like to talk to someone about supports that could be put in place. Is there someone I can talk to?

Our Accessibility Resources (AR) staff is happy to answer questions about registering with our office and about our policies and procedures. A lot of information is available here on this webpage. If you have additional questions, please email Accessibility@rmc.edu.

Please note that we will not be able to advise about specific accommodations prior to your enrollment at RMC and official registration with AR.

Is there a list of accommodations I can look at to figure out what accommodations are available to me?

Accessibility Resources works with students to provide equitable access to RMC’s programs and services. Accommodations and services are provided on an individual, case-by-case basis. As such, there is no preset ‘list’ of accommodations that AR asks students to select from. Examples of frequently used accommodations include:

  • Testing accommodations (e.g., extended time, reduced-distraction location, use of a computer)
  • Assistive technology
  • Removal of physical barriers
  • Print material in alternative formats (Braille, e-text, enlarged print)
How soon can I register with Accessibility Resources?

Incoming students can register with Accessibility Resources as soon as they’ve been admitted to Randolph-Macon College, have officially accepted the College’s offer to attend, and have submitted their enrollment deposit. To facilitate a smooth transition, students are encouraged to contact Accessibility Resources as soon as possible, and before June 1, to discuss accommodations.

I completed the disability disclosure form on MyMaconWeb when I completed my New Student Forms. Does this mean I’m registered with the office?

Not exactly—this form allows us to have more information about you, and can help with outreach down the line. If you are looking to register with our office, check out our Applying for Accommodations page.

Do your questions pertain to the process of applying for accommodations? Learn more here:

Applying for Accommodations

Contact Us

  • Email: accessibility@rmc.edu
  • Mail: P.O. Box 5005; Ashland, VA, 23005
  • Phone: (804) 752-3152
  • Fax: (804) 752-3744