Selecting the right college when you have a disability is a complex and personal process. When considering attendance of the College of Wooster in your process, we recommend that you make an appointment with one of our Academic Resource Center staff members using the link below. In this meeting you can learn about available resources and discuss how your disability can be supported within the curriculum, in the residence halls, and in dining services.
Disability Transition Information
What to Expect During the Transition from High School to College
The transition from high school to college for young adults can be exciting and sometimes stressful. Below is a comparison of some of the differences that students with disabilities should be aware of as they transition to college. If you have any questions on the differences between high school and college ADA accommodations, staff members at the ARC are happy to meet with you and share how our students have successfully made the transition to Wooster.
| High School | College |
|---|---|
Students’ rights are protected under the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act. | Students’ rights are protected under the Americans with Disabilities Amendment Act (ADAA) or Section 504 of the Rehabilitation Act. |
School districts are required to adhere to specific timelines for identifying students and providing services to students with disabilities. | Students must provide documentation supporting the need for accommodations to the College. |
| School districts are responsible for communication with teachers and staff about the needs of a student with a disability. | Students are responsible for speaking with their professors about their accommodations in a timely manner, even if Letters of Accommodations are issued through the College. |
School districts are responsible for providing an individualized plan for the student. Curriculum may be fundamentally altered to meet the individual needs of a student. School districts must also monitor student performance and show progress towards goals. | Colleges are not obligated to fundamentally change instructional practices, curriculum, or policy. Students must monitor their own progress and self-advocate. Students should attempt to work with professors first and then inform the Academic Resource Center of any problems they are having concerning the delivery of approved accommodations. |
| Parents may be involved as they deem necessary and appropriate. | Students must give permission before campus personnel will communicate with parents. Students will be informed of any communication between the Academic Resource Center and parents. |
