What Parents Need to Know: IEP Rights Don't Transfer to College

Here is something many parents do not realize: The legal framework for receiving supports that protects your student in high school disappears when they start college.

Different laws. Different rights. Different responsibilities.

And the biggest change? It is now YOUR STUDENT'S job to lead the process.

Let me explain what just changed and how to prepare your student for this massive shift.

High School: IDEA

In K-12, your student is protected by IDEA (Individuals with Disabilities Education Act).

Under IDEA:

✅ Schools must IDENTIFY students who need support

✅ Schools must EVALUATE and provide services

✅ Parents have legal rights to advocate

✅ IEP meetings include parents, teachers, specialists, and high school students

✅ Schools must provide a free and appropriate public education (FAPE)

✅ Schools are required to help students SUCCEED

IDEA says: We will help your student achieve their potential.

College: ADA

In college, your student is protected by a different law: ADA (Americans with Disabilities Act)

Under ADA:

❌ College does NOT identify students who need support

❌ College does NOT evaluate (you bring documentation)

❌ IEP Rights don't Transfer to College

✅ Students (not parents) have legal rights

✅ No IEP meetings - student meets with disability office alone

✅ Colleges must provide reasonable accommodations (not FAPE)

✅ Colleges ensure ACCESS, not success

ADA says: We will give your student equal access. The rest is up to them.

The Fundamental Shift

High school: School is responsible for student success

College: Student is responsible for their own success

This is not just a legal technicality. It changes everything about how your student accesses support.

High School Vs. College: Comparison Table

What This Means: 6 Major Changes

1. Self-Disclosure Is Required to Access Services

High school:

• School knows your student has an IEP/504

• Teachers are informed automatically

• Accommodations follow your student

College:

• College doesn't know unless student tells them

• Student must register with disability office to receive accommodations

• Student needs to request accommodations each semester

• It's up to students to notify professors

If your student doesn't self-disclose, they get zero support.

Many students struggle with this. Some feel embarrassed about their disability. Others don't realize they need to register, or know how to register. Still others assume college will be "easier" and they won't need accommodations.

The result? Students who could succeed with accommodations end up failing—not because they can't do the work, but because they never accessed the support they needed.

2. Parents Are Out of the Loop

High school:

• You attend IEP meetings

• You can email teachers

• You receive progress reports

• School updates you directly

College:

• You cannot attend disability meetings (FERPA prevents it)

• You cannot contact professors about accommodations

• You cannot access grades without student permission

• Student is the legal advocate, not you

This is hard for parents. You've been managing this for 12+ years. You've attended every IEP meeting. You've emailed teachers when accommodations weren't working. You've been the primary advocate.

Now you're legally cut off.

Your student might be struggling in a class, and you won't know until they tell you. A professor might not be honoring accommodations, and you can't intervene. Your student's grades might be dropping, and you won't see them unless your student gives permission.

This is one of the hardest adjustments for parents—but it's also developmentally appropriate. Your student needs to learn independence.

3. Self-Advocacy Becomes Critical as IEP Rights Don't Transfer to College

High school:

• IEP team reminds teachers about accommodations

• Case manager checks in regularly

• School tracks whether accommodations are implemented

College:

• Student gives accommodation letter to each professor (or, at some colleges, gives permission to disability office to send to each professor)

• Student follows up if professor doesn't comply

• Student advocates when accommodations aren't working

• No one checks in - it's up to the student to seek help

If your student can't self-advocate, they won't get accommodations even if they're approved. Here's what this looks like in practice:

Your student is approved for extended time on exams. They must:

1. Give their accommodation letter to each professor at the start of the semester

2. Schedule the separate testing environment and arrange extended time with the disability services office (typically at least 1 week in advance)

3. Email the professor before each exam to remind them that they’re taking the exam in the testing center

4. Show up to the designated testing location

5. Follow up if something goes wrong

If they skip any of these steps? No separate testing environment or extended time.

No one will remind them. No one will check in. No one will track whether professors are honoring accommodations.

It's 100% on the student.

4. Documentation Requirements Are Different

High school:

• IEP or 504 Plan guides accommodations

• Evaluations happen through school

College:

• IEP/504 doesn't transfer

• Each college has their own requirements for accepted documentation

• Some require a formal psychological/educational evaluation (often within 3 years)

• Specific testing is typically required (depends on diagnosis)

• This can cost $1,500-4,000 out of pocket (depending on your state and insurance)

• Other offices accept other documentation (doctor's note, IEP/504) and/or use an interactive process

Many families don't realize: You might need new, adult-normed testing before college. That means testing that's done after a student turns 16.

Some colleges accept high school IEPs/504s and/or doctors' notes. Others require recent neuropsychological evaluations with specific tests. Still others use an "interactive process" where they work with the student to determine appropriate accommodations and review prior documentation.

The problem? You won't know what's required until you research the disability office. And if you wait until your student is admitted, it might be too late to get an evaluation before the semester starts. Pathlitics shows what is needed in one spot, as to what is required.

Action step: During junior year, contact disability offices at colleges your student is considering and ask: "What documentation do you require for students with [diagnosis]?"

5. Accommodations Are Different

High school IEP might include:

• Modified curriculum

• Reduced workload

• Passing grade guaranteed with effort

• Extra help from teachers

• Check-ins with case manager

College accommodations may include:*

• Extended time on exams ✅

• Distraction-reduced testing ✅

• Note-taker ✅

• Audio books ✅

*This is determined on a case-by-case basis by each college based on the student's needs and documentation.

College does NOT provide:

• Modified curriculum ❌

• Reduced workload ❌

• Grade modifications ❌

• Daily check-ins (unless you’re in a comprehensive LD or ASD program) ❌

The bar doesn't lower. Accommodations level the playing field—they don't make it easier.

This is a shock for many families. If your student had a modified curriculum in high school, they'll be expected to handle the full college curriculum with accommodations. Professors won’t shorten assignments for them or extend deadlines. 

Accommodations provide access—they don't change academic expectations.

6. "Reasonable" Accommodations Only

High school: School must provide what's in the IEP

College: Accommodations must be "reasonable."

• College can deny if:

  • It fundamentally alters the program

  • It creates an undue financial burden

  • It's not supported by documentation

Example: A student requesting to be exempt from math requirements might be denied if math is essential to their major.

Colleges have more latitude to deny accommodations than high schools do. They must provide reasonable accommodations—but they get to determine what "reasonable" means.

This is why knowing and preparing for the documentation that is required per college, and teaching your student to self-advocate, matters.

The Biggest Shift: Your Student Is Now In Charge

High school model:

You (parent) ↔ School ↔ Teachers ↔ Your student

College model:

Your student ↔ Disability office ↔ Professors

        ↑

    You're here (supportive but removed)

You've gone from being the primary advocate to being a supportive observer. Your student is now the point person for all disability-related communication.

This is terrifying for parents. But it's also necessary. Your student needs to learn these skills now—they'll need them for the rest of their lives.

Why This Matters For College Planning

When choosing a college, don't just ask: "What accommodations do you offer?"

Ask:

• "How will I teach my teen to self-advocate?"

• "What support exists for students learning to navigate the system?"

• "Do you offer transition support for incoming freshmen with learning differences?"

Because the law says: It's your student's responsibility now.

It's time to start preparing them and teaching them to self-advocate.

The Good News

This shift toward independence is developmentally appropriate. Your student SHOULD be learning to advocate for themselves.

But it's a huge jump.

How will your student learn to self-advocate and talk to professors about their needs?

How to Prepare Your Student

Junior Year

✅ Have your student lead their IEP/504 meetings (you observe)

• They explain their disability

• They discuss what's working and what's not

• They ask questions

• You're there for support, but they're driving the conversation

✅ Practice explaining needs to teachers

Role-play different scenarios:

• "Hi Mr. Smith, I'm approved to take tests in a reduced-distraction testing environment. Can we discuss where I can take it next week?"

• "Hi Ms. Jones, I'm having trouble with the readings because of my disability. Can we talk about what audio books or other support is available?"

✅ Let your student email teachers directly (you're CC'd, but they lead)

Start with low-stakes emails:

• "Hi Mr. Smith, I'll be absent tomorrow for a doctor's appointment. Can I make up the quiz?"

Then progress to accommodation-related emails:

• "Hi Ms. Jones, I didn't receive extended time on yesterday's test. Can we discuss how to make sure I can receive it next time?"

✅ Teach follow-up skills

What do you do when:

• A teacher doesn't respond to an email?

• An accommodation isn't working?

• You need additional support?

Senior Year

✅ Get updated neuropsychological evaluation if needed 

• If your student's most recent evaluation is older than 3 years, you may need to schedule a new one. Many colleges require recent testing that is adult normed. Find out what is needed from your college disability office or by researching on Pathlitics.

• Cost: $1,500-4,000+ depending on state and insurance coverage

• Timeline: Often a few months’ wait time, then 2-4 months (testing + report writing)

• Schedule an appointment early to account for the amount of time it takes.

✅ Have student reach out to disability offices during campus visits

Your student (not you) should:

• Call to schedule a meeting with the disability office

• Prepare questions to ask

• Lead the conversation during the visit

• Follow up with thank-you email

This accomplishes two things:

1. Your student practices self-advocacy in a low-stakes environment

2. You get a sense of how responsive and supportive the office is

✅ Have student understand what additional supports are available on each campus

Beyond basic accommodations, what else is available?

• Executive function coaching?

• ADHD support groups?

• Autism programs?

• Learning strategists?

• Peer tutoring?

✅ Practice disclosure

Have your student practice saying:

• "I have a disability and I learn best when..."

• "My accommodations include extended time and a note-taker."

• "I’m approved to record class lectures due to my disability. I wanted to be sure you’re aware."

✅ Role-play pushback scenarios

What do you say if a professor responds:

• "I don't give extended time to anyone."

• "You don't look like you have a disability."

• "This accommodation would be unfair to other students."

Practice responses:

• "My accommodations are approved by the disability office. Here's the accommodation letter from [name of coordinator]."

• "I'm registered with the disability office. Can we schedule a time to discuss this with my coordinator?"

Summer Before College

✅ Student registers with disability office independently

Your student should:

• Submit documentation

• Schedule intake meeting

• Complete any required forms

• Attend orientation sessions

You can support them, but they need to lead this process.

✅ Student reviews their documentation and can explain it

Your student should be able to say:

• "I have a learning disability and it affects me by..."

• "The testing showed that I have challenges with..."

• "In high school, the accommodations I needed were..."

✅ Student understands: This is their job now

Have an explicit conversation:

• "In college, I can't call your professors or the disability office."

• "You'll need to follow up if accommodations aren't working."

• "I'm here to support you, but you're in charge."

The Bottom Line

High school laws say: "Schools will ensure your student succeeds."

College laws say: "Students must advocate for equal access."

It's a huge shift. And self-advocacy isn't optional—it's required to get accommodations.

Here's the reality: Colleges won't teach your student how to self-advocate. That's your job to prepare them BEFORE college.

Start Building Skills Now (During High School):

✅ Your student leads IEP/504 meetings (you're there but quiet)

✅ They email teachers directly about accommodations

✅ They practice explaining their needs to unfamiliar adults

✅ They learn to follow up when accommodations aren't working

Then Choose A College That Matches Their Readiness

If your student CAN self-advocate:

→ Most college disability services will work, though it’s advisable to research which colleges do this well

If your student CAN'T self-advocate yet:

→ Look for colleges with comprehensive programs (Level 3 or ASD programs) or dedicated learning disability colleges (Level 4) that provide:

• Structured support with built-in coaching

• Proactive check-ins (staff reach out to student)

• Smaller environments where students don't get lost

• Transition programs that scaffold independence

Don't expect college to fix what your teen didn’t learn in high school. Build the skills now, then choose a college that supports your student's actual level of independence.

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Frequently Asked Questions

Q: Does my student's IEP transfer to college?

A: No. The IEP document itself doesn't transfer. However, some colleges will accept an IEP as documentation of disability. Others require updated neuropsychological testing. Contact each college's disability office to ask what documentation they require. Pathlitics also shows what documentation is required for each college.

Q: Can I attend meetings with the disability office?

A: Only if your student gives explicit permission and you're both present. Due to FERPA (Family Educational Rights and Privacy Act), colleges cannot discuss your student with you without their consent. Your student is now an adult, and they control access to their educational records.

Q: What if a professor refuses to honor my student's accommodations?

A: Your student should:

1. Show the professor the accommodation letter from the disability office

2. Ask to schedule a meeting to discuss the accommodations

3. If the professor still refuses, contact the disability office coordinator

4. The coordinator will intervene and work with the professor

You cannot make this call yourself. Your student must handle it (with support from the disability office if needed).

Q: Will colleges provide the same accommodations my student had in high school?

A: Not necessarily. Colleges determine accommodations based on:

• Your student’s documentation

• Your student's specific needs

• What's "reasonable" in a college setting

Some high school accommodations (like modified curriculum, reduced workload) are not provided in college. Accommodations provide access, not modified expectations.

Q: How do I know if my student is ready for this level of independence?

A: Ask yourself:

• Can my student explain their disability and needs to an adult?

• Can my student email a teacher or professor independently?

• Can my student follow up when something isn't working?

• Can my student advocate for themselves without shutting down?

If the answer to most of these is "no," your student may benefit from a college with higher levels of support (comprehensive programs with built-in coaching and proactive check-ins) or a pre-college program that focuses on skill-building.

Q: What if my student doesn't want to disclose their disability in college?

A: That's their choice. Under ADA, disclosure is voluntary. However, if they don't disclose and register with the disability office, they won't receive any accommodations. Many students try college without accommodations, struggle, and then register mid-semester. It's better to register at the start and choose not to use accommodations than to need them and not have them in place. Accommodations will not apply retroactively.

Q: Do I need to get new testing before college?

A: It depends on the college. Some accept IEPs or 504 Plans and use an interactive process to discuss needs with your student. Others require neuropsychological or psychoeducational evaluations within the past 3-5 years. Contact the disability offices at colleges your student is considering and ask what documentation they require. If new testing is needed, schedule it during junior year as it takes some time—not summer before college.

Q: Can my student get executive function coaching in college?

A: Some colleges offer this, others don't. Executive function coaching (time management, organization, study skills, etc) is typically:

• Available at some Level 2 colleges (but not always free beyond initial meetings)

• Built into Level 3 and ASD programs comprehensive programs

• Not available at Level 1 colleges (basic accommodations only)

Ask during campus visits: "Do you offer executive function coaching? Is it included in tuition or an additional cost?"

Q: What if my student's disability office isn't responsive?

A: Red flags include:

• Weeks to get a meeting

• Emails go unanswered

• Accommodations approved but not implemented

• Staff seem overwhelmed

  
  

If this happens, your student should:

1. Escalate to the director of disability services

2. Contact the Dean of Students office

3. File a formal complaint if necessary

   
   

You can support your student in this process, but they must lead the communication.

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Ready To Find Colleges That Support Students Learning Self-Advocacy?

Not all colleges provide the same level of support. Some offer basic accommodations only. Others provide comprehensive programs with coaching, proactive check-ins, and transition support.

Find Colleges That Match Your Student's Needs

Want A Step-By-Step Guide To College Planning For Learning Disabilities?

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• How to assess support needs (Level 1-4)

• Questions to ask disability offices

• Green and red flags to watch for on campus visits

• How to prepare your student for self-advocacy

• Timeline for junior and senior year

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