Information for Parents and Guardians

The Office of Disability Services (ODS) appreciates that parents/caregivers of students with disabilities are routinely an active role in the student’s education by working with the student's high school to facilitate classroom accommodations. However, at the college level the service model changes significantly. 

At Fordham, students are viewed as adults, and must self-identify as having a disability in order to register and receive accommodations with ODS. Self-advocacy is an important tool for the student at Fordham and beyond. We at ODS ask that you help encourage your child to register with ODS and use their accommodations. 

Please review the other information on our website, and feel free to contact us with any questions or concerns.

*Please note that virtual accommodations are not available through ODS for disabilities of any sort.

Differences Between High School and College: Understanding Your Rights and Responsibilities

Transitioning from high school to college comes with significant changes, especially for students with disabilities. One of the most important shifts is in how disability rights and accommodations are handled. While high school systems (like IEPs) focus on success, college systems are centered around access — and students are expected to take a more active role in managing their support.

Below is a breakdown to help you understand key differences. These are general outlines:

Applicable Laws

  • High School:

    • Individuals with Disabilities Education Act (IDEA)

    • Section 504, Rehabilitation Act of 1973

    • IDEA is about success

  • College:

    • Americans with Disabilities Act (ADA) of 1990

    • Section 504, Rehabilitation Act of 1973

    • ADA is about access

Required Documentation

  • High School:

    • IEP or 504 Plan is sufficient

    • School provides evaluations at no cost

    • Documentation focuses on eligibility under IDEA

  • College:

    • IEP or 504 Plans are acceptable but must include a diagnosis

    • Student must obtain evaluations at their own expense

    • Documentation must show functional limitations and support requested accommodations

Self-Advocacy

  • High School:

    • School identifies and supports the student

    • School arranges accommodations

    • Teachers may initiate support

  • College:

    • Student must self-identify to the Office of Disability Services

    • Student is responsible for requesting and coordinating accommodations

    • Professors expect students to reach out for support

Parental Involvement

  • High School:

    • Parents have access to student records and meetings

    • Parents advocate for student

  • College:

    • Parents do not have access without student’s written consent

    • Student advocates for themselves

Instruction & Expectations

  • High School:

    • Teachers may modify assignments and curriculum

    • Daily or weekly reminders and reviews

    • Frequent testing on small sections

  • College:

    • Professors are not required to modify content or deadlines

    • You are expected to manage your own time, track deadlines, and review materials independently

    • Infrequent, cumulative exams and long-term assignments

    • Accommodations are not retroactive in college

    • Accommodations cannot fundamentally alter the essential requirements of a course, test, or program

Grades and Tests

  • High School:

    • Tests and grades may be modified

    • Teachers often offer makeup tests

    • Homework and participation may boost grades

    • Teachers may allow notes, charts, examples, checklists, etc.

  • College:

    • Grading and test formats generally cannot be changed, but accommodations (e.g., extended time) may apply

    • Makeup tests must be requested and are not always guaranteed

    • Major exams and papers often determine your final grade

    • Exams of any sort do not allow notes, charts, examples, checklists, etc. unless specifically allowed by the professor

Study Responsibilities

  • High School:

    • Tutoring may be included in the IEP/504 Plan

    • Time is structured for you

    • Minimal outside study may be enough

    • Services for medical/personal needs are provided

  • College:

    • Tutoring is not a disability accommodation and must be sought independently

    • You are responsible for managing your time and workload

    • Plan to study 2–3 hours outside of class for each hour in class

    • Personal services (e.g., aides) are not provided under ADA

Supplemental Programs

  • College:

    • Programs like Fordham MINDS, Academic Coaching, and Peer Mentoring are programs Fordham offers to supplement students, however, they are NOT required by the ADA. Therefore, each program is voluntary on the part of Fordham and its students. Interested students should ask about each program. Some require an additional fee and others are free due to donations.

Planning Ahead at Fordham

At Fordham University, the Office of Disability Services (ODS) is here to support your transition and help you access the resources you need. But remember — you are now the primary advocate for your academic success.

We encourage all students to:

  • Review Fordham's Disability Documentation Guidelines

  • Contact ODS as early as possible in the semester

  • Ask questions and engage in your accommodation planning

  • Learn how to access tutoring, advising, and academic support services offered to all students

Note: This information is adapted from the Association on Higher Education and Disability (AHEAD) and is provided to help students and families understand the shift in rights and responsibilities between high school and college.