Know Your Rights and Responsibilities
This was copied from the Department of Education's Website:
Department of Education
published July 2002. Reprinted May 2004.
Revised September 2007. Revised September 2011.
U.S. Department of Education
Office for Civil Rights
Washington, D.C. 20202
More and more high school students with disabilities are planning to continue their education in postsecondary schools, including vocational and career schools, two- and four- year colleges, and universities. As a student with a disability, you need to be well informed about your rights and responsibilities as well as the responsibilities postsecondary schools have toward you. Being well informed will help ensure you have a full opportunity to enjoy the benefits of the postsecondary education experience without confusion or delay.
The information in this pamphlet, provided by the Office for Civil Rights (OCR) in the U. S. Department of Education, explains the rights and responsibilities of students with disabilities who are preparing to attend postsecondary schools. This pamphlet also explains the obligations of a postsecondary school to provide academic adjustments, including auxiliary aids and services, to ensure the school does not discriminate on the basis of disability.
OCR enforces Section 504 of the Rehabilitation Act of 1973 (Section 504) and Title II of the Americans with Disabilities Act of 1990 (Title II), which prohibit discrimination on the basis of disability. Practically every school district and postsecondary school in the United States is subject to one or both of these laws, which have similar requirements.*/
Although Section 504 and Title II apply to both school districts and postsecondary schools, the responsibilities of postsecondary schools differ significantly from those of school districts.
Moreover, you will have responsibilities as a postsecondary student that you do not have as a high school student. OCR strongly encourages you to know your responsibilities and those of postsecondary schools under Section 504 and Title II. Doing so will improve your opportunity to succeed as you enter postsecondary education.
The following questions and answers provide more specific information to help you succeed.
As a student with a disability leaving high school and entering postsecondary education, will I see differences in my rights and how they are addressed?
Section 504 and Title II protect elementary, secondary, and
postsecondary students from discrimination. Nevertheless,
several of the requirements that apply through high school
are different from the requirements that apply beyond high
school. For instance, Section 504 requires a school district
to provide a free appropriate public education (FAPE) to
each child with a disability in the district’s jurisdiction.
Whatever the disability, a school district must identify an
individual’s educational needs and provide any regular or
special education and related aids and services necessary to
meet those needs as well as it is meeting the needs of
students without disabilities.
high school, however, your postsecondary school is not
required to provide FAPE. Rather, your postsecondary school
is required to provide appropriate academic adjustments as
necessary to ensure that it does not discriminate on the
basis of disability. In addition, if your postsecondary
school provides housing to nondisabled students, it must
provide comparable, convenient, and accessible housing to
students with disabilities at the same cost.
Other important differences that you need to know, even before you arrive at your postsecondary school, are addressed in the remaining questions.
May a postsecondary school deny my admission because I have a disability?
No. If you meet the essential requirements for admission, a postsecondary school may not deny your admission simply because you have a disability.
Do I have to inform a postsecondary school that I have a disability?
No. But if you want the school to provide an academic adjustment, you must identify yourself as having a disability. Likewise, you should let the school know about your disability if you want to ensure that you are assigned to accessible facilities. In any event, your disclosure of a disability is always voluntary.
What academic adjustments must a postsecondary school provide?
appropriate academic adjustment must be determined based on
your disability and individual needs. Academic adjustments
may include auxiliary aids and services, as well as
modifications to academic requirements as necessary to
ensure equal educational opportunity. Examples of
adjustments are: arranging for priority registration;
reducing a course load; substituting one course for another;
providing note takers, recording devices, sign language
interpreters, extended time for testing, and, if telephones
are provided in dorm rooms, a TTY in your dorm room; and
equipping school computers with screen-reading, voice
recognition, or other adaptive software or hardware.
In providing an academic adjustment, your postsecondary school is not required to lower or substantially modify essential requirements. For example, although your school may be required to provide extended testing time, it is not required to change the substantive content of the test. In addition, your postsecondary school does not have to make adjustments that would fundamentally alter the nature of a service, program, or activity, or that would result in an undue financial or administrative burden. Finally, your postsecondary school does not have to provide personal attendants, individually prescribed devices, readers for personal use or study, or other devices or services of a personal nature, such as tutoring and typing.
If I want an academic adjustment, what must I do?
inform the school that you have a disability and need an
academic adjustment. Unlike your school district, your
postsecondary school is not required to identify you as
having a disability or to assess your needs.
Your postsecondary school may require you to follow reasonable procedures to request an academic adjustment. You are responsible for knowing and following those procedures. In their publications providing general information, postsecondary schools usually include information on the procedures and contacts for requesting an academic adjustment. Such publications include recruitment materials, catalogs, and student handbooks, and are often available on school websites. Many schools also have staff whose purpose is to assist students with disabilities. If you are unable to locate the procedures, ask a school official, such as an admissions officer or counselor.
When should I request an academic adjustment?
Although you may request an academic adjustment from your postsecondary school at any time, you should request it as early as possible. Some academic adjustments may take more time to provide than others. You should follow your school’s procedures to ensure that the school has enough time to review your request and provide an appropriate academic adjustment.
Do I have to prove that I have a disability to obtain an academic adjustment?
Generally, yes. Your school will probably require you to provide documentation showing that you have a current disability and need an academic adjustment.
What documentation should I provide?
Schools may set reasonable standards for documentation. Some schools require more documentation than others. They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician. The required documentation may include one or more of the following: a diagnosis of your current disability, as well as supporting information, such as the date of the diagnosis, how that diagnosis was reached, and the credentials of the diagnosing professional; information on how your disability affects a major life activity; and information on how the disability affects your academic performance. The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.
An individualized education program (IEP) or Section 504 plan, if you have one, may help identify services that have been effective for you. This is generally not sufficient documentation, however, because of the differences between postsecondary education and high school education. What you need to meet the new demands of postsecondary education may be different from what worked for you in high school. Also, in some cases, the nature of a disability may change.
If the documentation that you have does not meet the postsecondary school’s requirements, a school official should tell you in a timely manner what additional documentation you need to provide. You may need a new evaluation in order to provide the required documentation.
Who has to pay for a new evaluation?
Neither your high school nor your postsecondary school is required to conduct or pay for a new evaluation to document your disability and need for an academic adjustment. You may, therefore, have to pay or find funding to pay an appropriate professional for an evaluation. If you are eligible for services through your state vocational rehabilitation agency, you may qualify for an evaluation at no cost to you. You may locate your state vocational rehabilitation agency at http://rsa.ed.gov by clicking on “Info about RSA,” then “People and Offices,” and then “State Agencies/ Contacts.”
Once the school has received the necessary documentation from me, what should I expect?
determine an appropriate academic adjustment, the school
will review your request in light of the essential
requirements for the relevant program. It is important to
remember that the school is not required to lower or waive
essential requirements. If you have requested a specific
academic adjustment, the school may offer that academic
adjustment, or it may offer an effective alternative. The
school may also conduct its own evaluation of your
disability and needs at its own expense.
You should expect your school to work with you in an interactive process to identify an appropriate academic adjustment. Unlike the experience you may have had in high school, however, do not expect your postsecondary school to invite your parents to participate in the process or to develop an IEP for you.
What if the academic adjustment we identified is not working?
Let the school know as soon as you become aware that the results are not what you expected. It may be too late to correct the problem if you wait until the course or activity is completed. You and your school should work together to resolve the problem.
May a postsecondary school charge me for providing an academic adjustment?
No. Nor may it charge students with disabilities more for participating in its programs or activities than it charges students who do not have disabilities.
What can I do if I believe the school is discriminating against me?
every postsecondary school must have a person—frequently
called the Section 504 Coordinator, ADA Coordinator, or
Disability Services Coordinator—who coordinates the school’s
compliance with Section 504,Title II, or both laws. You may
contact that person for information about how to address
must also have grievance procedures. These procedures are
not the same as the due process procedures with which you
may be familiar from high school. But the postsecondary
school’s grievance procedures must include steps to ensure
that you may raise your concerns fully and fairly, and must
provide for the prompt and equitable resolution of
School publications, such as student handbooks and catalogs, usually describe the steps that you must take to start the grievance process. Often, schools have both formal and informal processes. If you decide to use a grievance process, you should be prepared to present all the reasons that support your request.
If you are dissatisfied with the outcome of the school’s grievance procedures or wish to pursue an alternative to using those procedures, you may file a complaint against the school with OCR or in a court. You may learn more about the OCR complaint process from the brochure How to File a Discrimination Complaint with the Office for Civil Rights, which you may obtain by contacting us at the addresses and phone numbers below, or at http://www.ed.gov/ocr/docs/howto.html.
would like more information about the responsibilities of
postsecondary schools to students with disabilities, read
the OCR brochure Auxiliary
Aids and Services for Postsecondary Students with
Disabilities: Higher Education’s Obligations Under Section
504 and Title II of the ADA. You may obtain a copy by
contacting us at the address and phone numbers below, or at
Students with disabilities who know their rights and responsibilities are much better equipped to succeed in postsecondary school. We encourage you to work with the staff at your school because they, too, want you to succeed. Seek the support of family, friends, and fellow students, including those with disabilities. Know your talents and capitalize on them, and believe in yourself as you embrace new challenges in your education.To receive more information about the civil rights of students with disabilities in education institutions, you may contact us at :
*/You may be familiar with another federal law that applies to the education of students with disabilities—the Individuals with Disabilities Education Act (IDEA). That law is administered by the Office of Special Education Programs in the Office of Special Education and Rehabilitative Services in the U.S. Department of Education. The IDEA and its individualized education program (IEP) provisions do not apply to postsecondary schools. This pamphlet does not discuss the IDEA or state and local laws that may apply.
This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. The publication’s citation should be: U.S. Department of Education, Office for Civil Rights, Students With Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities, Washington, D.C., 2011.
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