Differences between Accommodation Services in K-12/High School vs. College
|Law||Section 504 and IDEA||Section 504|
|Evaluations||Paid for by the school/district.||Student must provide documentation of disability themselves.|
|Identifying students||School districts must identify students with disabilities and provide them services.||College has no such mandate. Students must self-identify and seek out services.|
|Records||Student records are accessible to student and parent(s).||Student’s record is only accessible to the student. Information cannot be released to anyone, including parent(s) without a release by the student.|
|Qualification||Qualified for public education by being the appropriate age and having a disability||Students must be “otherwise qualified” in college, so they must meet all entrance and academic requirements, whether or not they receive accommodations.|
|Success is more of a right.||No guarantee for student academic success; student is responsible for their own success.|
|Special education classes or regular class curriculum with modification.||No special education classes. Disability services office helps to accommodate student in college-level classes.|
|Advocate||Learning support personnel, teacher, and/or parent(s) act as the student’s advocate.||Student is their own advocate and responsible for their own progress.|
|Parental involvement||Regular contact and meetings with parents.||No parent contact without the student’s permission.|
|Notifying teachers||Teachers are automatically informed of the diagnoses of students with IEPs.||Up to students whether or not they inform their teachers. Letters only mention accommodations and not diagnoses.|
|Expectations||Students with disabilities in the K-12 public school system aren’t always expected to perform or achieve at the same levels as their peers and standards may be lowered.||Students with disabilities are expected to perform at the same level as their non-disabled peers. Standards are not changed for them, though they may use reasonable accommodations to reach the standard.|
|Fundamental modifications||Fundamental modifications to program of student permitted as identified on 504 or IEP.||Accommodations may not result in a fundamental alteration to a course or program nor impose an undue burden on an institution.|
|Behavior||Special consideration may be given for behavior problems.||Students are held to the Student Code of Conduct regardless of disability.|
|Waivers/ substitutions||Some subjects may have been waived for a student before graduation, if they were specifically related to the student’s disability.||Substitutions for specific graduation requirements may be requested by following a rigorous petition process, but waivers for requirements are rarely, if ever, granted.|
|Personal care||Assessment, therapy, or personal care may have been provided by the school during regular school hours.||Student is responsible for personal services—personal care, medical, and related requirements, just as if they were living independently and not attending school.|
LDS Disability Resources
Ability First Utah seeks to help individuals with disabilities to live independently in their home or community. They provide information and referral services, assistive technology resources (including equipment loan or equipment funding services), youth transition, advocacy, nursing home transition services, and peer support.
Vocational Rehabilitation is a state and federal program under Workforce Services. Their goal is to “assist eligible individuals with disabilities to prepare for and obtain employment and increase their independence.”
A recruitment solution dedicated to helping inclusive employers hire professional individuals and veterans with disabilities.
Job Accommodation Network (JAN) Leading source of free, expert, and confidential guidance on workplace accommodations and disability employment issues.
U.S. Department of Labor Office of Disability Employment Policy The only non-regulatory federal agency that promotes policies and coordinates with employers and all levels of government to increase workplace success for people with disabilities.
Utah Governor's Committee on Employment of People with Disabilities Promotes efforts to achieve equal employment opportunities for Utahns with disabilities.
Helps people with disabilities address their unique barriers and achieve employment.
Vocational Rehabilitation isn’t a typical scholarship program, but they can sometimes provide funding for tuition, books, assistive technology, and other school-related expenses as this can be a pathway to employment.
BYU UAC’s list of scholarships
BYU has complied a list of scholarships for students with disabilities. Some are only for BYU students, but many are based on disability and/or major and are not dependent on being a BYU student.
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