Teacher Questions for Families About Post High School Transition

Reproduction and ordering information

U.Due south. Department of Education
Arne Duncan
Secretary

Function for Civil Rights
Russlynn Ali
Assistant Secretarial assistant

Showtime published March 2007. Reprinted March 2011.

U.S. Department of Didactics
Office for Civil Rights
Washington, D.C. 20202

March 2011

Contents

Introduction

Frequently Asked Questions

Endnotes

Introduction

Practise you know what is in shop for students with disabilities who graduate from your school and head off to postsecondary education? Do yous have the information y'all need to advise them on what to await in postsecondary teaching?

For students with disabilities, a big factor in their successful transition from loftier school to postsecondary pedagogy is accurate noesis about their civil rights. The purpose of this guide is to provide high schoolhouse educators with answers to questions students with disabilities may have as they become ready to move to the postsecondary education environment.

This guide was adult by the U.S. Department of Education'south Function for Ceremonious Rights (OCR). OCR has enforcement responsibilities under Section 504 of the Rehabilitation Human action of 1973 (Department 504), every bit amended, and Championship II of the Americans with Disabilities Human action of 1990, equally amended, (Championship II), which prohibit discrimination on the footing of disability. Every schoolhouse district and near every college and university in the United States is subject area to one or both of these laws, which have similar requirements.¹ Private postsecondary institutions that exercise not receive federal financial aid are not subject field to Section 504 or Championship II. They are, yet, subject to Title Three of the Americans with Disabilities Human action, which is enforced by the U.South. Department of Justice and which prohibits discrimination on the footing of disability by private entities that are not private clubs or religious entities.

This guide also makes reference to Part B of the Individuals with Disabilities Education Deed (IDEA), which provides funds to states to help in making a free advisable public pedagogy (FAPE) bachelor to eligible children with disabilities. Thought requirements use to land education agencies, school districts and other public agencies that serve Idea-eligible children. Institutions of postsecondary teaching have no legal obligations under the Thought.^two

Similarly, this guide references the state Vocational Rehabilitation (VR) Services Program, authorized by the Rehabilitation Deed, which provides funds to state VR agencies to assistance eligible individuals with disabilities in obtaining employment. State VR agencies provide a broad range of employment-related services, including services designed to facilitate the transition of eligible students with disabilities from school to post-schoolhouse activities.³

In preparing this guide, we accept highlighted the significant differences betwixt the rights and responsibilities of students with disabilities in the high school setting and the rights and responsibilities these students volition accept once they are in the postsecondary pedagogy setting. Following a set of frequently asked questions, we accept provided some applied suggestions that high school educators can share with students to facilitate their successful transition to postsecondary teaching.

Oftentimes Asked Questions

The Admissions Process

1. Are students with disabilities entitled to changes in standardized testing atmospheric condition on entrance exams for institutions of postsecondary educational activity?

It depends. In general, tests may non be selected or administered in a way that tests the disability rather than the achievement or aptitude of the individual.⁴ In add-on, federal police force requires changes to the testing weather that are necessary to allow a student with a disability to participate equally long as the changes do not fundamentally change the examination or create undue financial or administrative burdens.⁵ Although some institutions of postsecondary education may have their own entrance exams, many utilize a pupil's score on commercially bachelor tests. In general, in order to request one or more changes in standardized testing conditions, which test administrators may also refer to as "testing accommodations"⁶, the pupil will need to contact the institution of postsecondary education or the entity that administers the exam and provide documentation of a disability and the need for a change in testing weather condition. The issue of documentation is discussed beneath. Examples of changes in testing conditions that may be available include, but are not express to:

• Braille;
• Large print;
• Fewer items on each page;
• Tape recorded responses;
• Responses on the test booklet;
• Frequent breaks;
• Extended testing fourth dimension;
• Testing over several sessions;
• Minor group setting;
• Private room;
• Preferential seating; and
• The use of a sign language interpreter for spoken directions.

2. Are institutions of postsecondary didactics permitted to enquire an bidder if he or she has a disability before an access determination is made?

Mostly, institutions of postsecondary education are not permitted to make what is known as a "preadmission inquiry" about an bidder'south disability condition. Preadmission inquiries are permitted only if the institution of postsecondary education is taking remedial activity to right the effects of by discrimination or taking voluntary action to overcome the effects of conditions that limited the participation of individuals with disabilities.⁷

Examples of impermissible preadmission inquiries include: Are you in good health? Have you been hospitalized for a medical condition in the past five years? Institutions of postsecondary education may inquire about an applicant's ability to run across essential program requirements provided that such inquiries are not designed to reveal disability status. For example, if physical lifting is an essential requirement for a degree program in physical therapy, an adequate question that could exist asked is, With or without reasonable accommodation, tin can you lift 25 pounds? Afterward access, in response to a student'south asking for "academic adjustments,^viii" reasonable modifications or auxiliary aids and services, institutions of postsecondary instruction may ask for documentation regarding disability status.

3. May institutions of postsecondary education deny an applicant access considering he or she has a disability?

No. If an bidder meets the essential requirements for admission, an institution may not deny that applicant access simply considering he or she has a disability, nor may an institution categorically exclude an applicant with a particular disability as not being qualified for its program.^nine For case, an institution may non automatically assume that all applicants with hearing or visual impairments would be unable to meet the essential eligibility requirements of its music program. An establishment may, yet, crave an applicant to meet whatsoever essential technical or academic standards for admission to, or participation in, the institution and its programme.¹⁰ An institution may deny access to any student, disabled or non, who does not meet essential requirements for admission or participation.

iv. Are institutions obligated to identify students with disabilities?

No. Institutions exercise not accept a duty to identify students with disabilities. Students in institutions of postsecondary education are responsible for notifying establishment staff of their inability should they need academic adjustments. High schools, in dissimilarity, take an obligation to identify students within their jurisdiction who take a disability and who may be entitled to services.

5. Are students obligated to inform institutions that they have a disability?

No. A student has no obligation to inform an institution of postsecondary education that he or she has a inability; however, if the educatee wants an institution to provide an bookish adjustment or assign the pupil to attainable housing or other facilities, or if a student wants other disability-related services, the student must place himself or herself as having a disability. The disclosure of a disability is always voluntary. For case, a student who has a disability that does not crave services may cull non to disembalm his or her disability

Post-Admission: Documentation of a Inability

6. What are bookish adjustments and auxiliary aids and services?

Academic adjustments are defined in the Department 504 regulations at 34 C.F.R. § 104.44(a) equally:

[S]uch modifications to [the] academic requirements every bit are necessary to ensure that such requirements do not discriminate or take the effect of discriminating, on the footing of [inability] against a qualified ... applicant or student [with a disability]. Academic requirements that the recipient tin demonstrate are essential to the education being pursued by such student or to whatever directly related licensing requirement will not be regarded as discriminatory within the meaning of this department. Modifications may include changes in the length of time permitted for the completion of caste requirements, substitution of specific courses required for the completion of caste requirements, and adaptation of the manner in which specific courses are conducted.^xi

Academic adjustments also may include a reduced course load, extended time on tests and the provision of auxiliary aids and services. Auxiliary aids and services are defined in the Section 504 regulations at 34 C.F.R. § 104.44(d), and in the Championship Ii regulations at 28 C.F.R. § 35.104. They include note-takers, readers, recording devices, sign language interpreters, screen-readers, voice recognition and other adaptive software or hardware for computers, and other devices designed to ensure the participation of students with impaired sensory, manual or speaking skills in an institution'southward programs and activities. Institutions are not required to provide personal devices and services such as attendants, individually prescribed devices, such as eyeglasses, readers for personal utilise or study, or other services of a personal nature, such every bit tutoring. If institutions offer tutoring to the general student population, withal, they must ensure that tutoring services also are bachelor to students with disabilities. In some instances, a state VR agency may provide auxiliary aids and services to support an individual's postsecondary didactics and training one time that private has been determined eligible to receive services under the VR plan.

7. In general, what kind of documentation is necessary for students with disabilities to receive academic adjustments from institutions of postsecondary teaching?

Institutions may set their own requirements for documentation then long equally they are reasonable and comply with Department 504 and Title Two. It is not uncommon for documentation standards to vary from institution to institution; thus, students with disabilities should research documentation standards at those institutions that interest them. A pupil must provide documentation, upon request, that he or she has a inability, that is, an harm that substantially limits a major life activity¹² and that supports the demand for an academic adjustment. The documentation should place how a student's ability to role is limited every bit a result of her or his disability. The master purpose of the documentation is to found a disability in order to aid the institution work interactively with the student to place appropriate services. The focus should be on whether the information adequately documents the existence of a current disability and need for an academic aligning.

8. Who is responsible for obtaining necessary testing to document the beingness of a disability?

The educatee. Institutions of postsecondary education are not required to comport or pay for an evaluation to document a pupil's disability and need for an bookish adjustment, although some institutions exercise then. If a student with a disability is eligible for services through the country VR Services plan, he or she may qualify for an evaluation at no cost. High schoolhouse educators can assist students with disabilities in locating their country VR agency at http://rsa.ed.gov (click on "Info nigh RSA," then "Resources," then "Land and Local Government Employment Resources," and so "Vocational Rehabilitation Offices"). If students with disabilities are unable to notice other funding sources to pay for necessary evaluation or testing for postsecondary pedagogy, they are responsible for paying for information technology themselves.

At the elementary and secondary school levels, a school district's duty to provide a free appropriate public education (FAPE) encompasses the responsibleness to provide, at no toll to the parents, an evaluation of suspected areas of inability for whatsoever of the district'southward students who is believed to be in demand of special educational activity or related aids and services. Schoolhouse districts are non required under Section 504 or Title II to conduct evaluations that are for the purpose of obtaining bookish adjustments one time a student graduates and goes on to postsecondary instruction.

9. Is a student's almost recent individualized instruction program (IEP) or Section 504 programme sufficient documentation to support the beingness of a disability and the need for an academic adjustment in a postsecondary setting?

Generally, no. Although an IEP or Section 504 plan may help identify services that take been used by the student in the past, they generally are not sufficient documentation to support the existence of a current disability and need for an academic adjustment from an institution of postsecondary educational activity. Assessment information and other cloth used to develop an IEP or Department 504 plan may exist helpful to document a electric current inability or the demand for an academic adjustment or auxiliary aids and services. In add-on, a student receiving services nether Office B of the IDEA must be provided with a summary of his or her academic achievements and functional functioning that includes recommendations on how to assist in meeting the student'south postsecondary goals.¹³ This information may provide helpful data most disability and the demand for an bookish adjustment.

10. What can high school personnel, such as school psychologists and counselors, transition specialists, special pedagogy staff and others, do to assist students with disabilities with documentation requirements?

By the time well-nigh students with disabilities are accepted into a postsecondary institution, they are likely to have a transition plan and-or to be receiving transition services, which may include evaluations and services provided by the country VR agency. Loftier school personnel can help a student with disabilities to identify and address the specific documentation requirements of the postsecondary institution that the pupil will be attending. This may include assisting the educatee to place existing documentation in her or his didactics records that would satisfy the establishment's criteria, such as evaluation reports and the summary of the student's academic accomplishment and functional functioning. School personnel should be aware that institutions of postsecondary education typically do not have brief conclusory statements for which no supporting evidence is offered equally sufficient documentation of a disability and the need for an bookish adjustment. School personnel should as well exist enlightened that some colleges may delay or deny services if the diagnosis or the documentation is unclear.

eleven. Will a medical diagnosis from a treating physician help to document inability?

A diagnosis of impairment alone does not establish that an individual has a disability within the meaning of Section 504 or Title Ii. Rather, the impairment must substantially limit a major life activeness, or the individual must have a tape of such an damage or be regarded as having such an impairment.¹⁴ A diagnosis from a treating physician, along with information about how the disability affects the student, may suffice. As noted above, institutions of postsecondary education may set their own requirements for documentation so long every bit they are reasonable and comply with Department 504 and Title Ii.

12. If it is clear that a student has a disability, why does an institution need documentation?

Students who have the aforementioned disability may non necessarily require the same bookish adjustment. Section 504 and Title 2 crave that institutions of postsecondary didactics make individualized determinations regarding appropriate academic adjustments for each individual pupil. If the educatee's disability and demand for an academic adjustment are obvious, less documentation may be necessary.

13. If an institution thinks that the documentation is insufficient, how will the pupil know?

If the documentation a student submitted for the institution'due south consideration does not meet the institution's requirements, an official should notify the student in a timely fashion of what additional documentation the student needs to provide. As noted higher up, a educatee may demand a new evaluation in order to provide documentation of a current inability.

Post-Admission: Obtaining Services

14. Must institutions provide every academic adjustment a student with a disability wants?

It depends. Institutions are non required to provide an academic adjustment that would alter or waive essential bookish requirements.^xv They also exercise not have to provide an academic aligning that would fundamentally modify the nature of a service, program or activity or consequence in undue financial or administrative burdens considering the establishment'southward resources every bit a whole.¹⁶ For example, an advisable bookish adjustment may be to extend the time a student with a disability is allotted to take tests, but an institution is not required to change the substantive content of the tests. In improver, an institution is not required to brand modifications that would upshot in undue financial or administrative burdens. Public institutions are required to give main consideration to the auxiliary aid or service that the pupil requests, but tin can opt to provide alternative aids or services if they are effective. They can also opt to provide an effective alternative if the requested auxiliary aid or service would fundamentally alter the nature of a service, plan or activity or result in undue financial or administrative burdens. For instance, if information technology would be a central amending or undue burden to provide a student with a inability with a note-taker for oral classroom presentations and discussions and a record recorder would be an effective alternative, a postsecondary establishment may provide the student with a tape recorder instead of a note-taker.

15. If students desire to request academic adjustments, what must they exercise?

Institutions may establish reasonable procedures for requesting academic adjustments; students are responsible for knowing these procedures and following them. Institutions usually include information on the procedures and contacts for requesting an academic aligning in their general information publications and Web sites. If students are unable to locate the procedures, they should contact an institution official, such as an admissions officer or counselor.

xvi. What should students await in working with a inability coordinator at an institution of postsecondary education?

A high school counselor, a special education teacher or a VR advisor may meet with high schoolhouse students with disabilities to provide services or monitor their progress under their instruction plans on a periodic basis. The office of the disability coordinator at an institution of postsecondary education is very different. At many institutions, at that place may be simply i or two staff members to accost the needs of all students with disabilities attending the institution. The disability coordinator evaluates documentation, works with students to decide appropriate services, assists students in arranging services or testing modifications, and deals with problems as they ascend. A disability coordinator may have contact with a educatee with a disability only two or iii times a semester. Disability coordinators usually will not directly provide educational services, tutoring or counseling, or assistance students plan or manage their time or schedules. Students with disabilities are, in general, expected to be responsible for their own bookish programs and progress in the same ways that nondisabled students are responsible for them.

17. When should students notify the establishment of their intention to request an academic aligning?

As soon every bit possible. Although students may request academic adjustments at any time, students needing services should exist brash to notify the institution as early equally possible to ensure that the institution has plenty fourth dimension to review their asking and provide an appropriate academic adjustment. Some academic adjustments, such as interpreters, may take time to arrange. In addition, students should not wait until subsequently completing a grade or action or receiving a poor class to request services and then expect the form to be inverse or to exist able to retake the course.

18. How do institutions determine what academic adjustments are appropriate?

One time a educatee has identified him- or herself as an individual with a disability, requested an academic adjustment and provided advisable documentation upon asking, institution staff should discuss with the student what bookish adjustments are appropriate in light of the student's individual needs and the nature of the institution'due south program. Students with disabilities possess unique cognition of their private disabilities and should be prepared to talk over the functional challenges they face and, if applicable, what has or has not worked for them in the past. Establishment staff should be prepared to draw the barriers students may face up in individual classes that may affect their full participation, besides as to hash out academic adjustments that might enable students to overcome those barriers.

19. Who pays for auxiliary aids and services?

Once the needed auxiliary aids and services have been identified, institutions may not require students with disabilities to pay role or all of the costs of such aids and services, nor may institutions charge students with disabilities more for participating in programs or activities than they accuse students who practise not take disabilities. Institutions more often than not may not condition their provision of academic adjustments on the availability of funds, refuse to spend more than than a certain amount to provide bookish adjustments, or refuse to provide bookish adjustments considering they believe other providers of such services exist.¹⁷ In many cases, institutions may meet their obligation to provide auxiliary aids and services by assisting students in either obtaining them or obtaining reimbursement for their cost from an outside bureau or organization, such equally a state VR agency. Such help withal, institutions retain ultimate responsibility for providing necessary auxiliary aids and services and for any costs associated with providing such aids and services or utilizing outside sources. Nonetheless, every bit noted higher up, if the institution tin can demonstrate that providing a specific auxiliary aid or service would result in undue fiscal or administrative burdens, considering the institution's resources as a whole, information technology tin opt to provide another effective ane.

20. What if the academic adjustments the institution provides are non working?

If the academic adjustments provided are non coming together the student'south needs, it is the student's responsibleness to notify the institution as soon every bit possible. It may be as well belatedly to right the problem if the student waits until the course or activity is completed. The student and the institution should work together to resolve the problem.

Keys to Success: Attitude, Self-Advocacy
And Preparation

The attitude and self-advocacy skills of students with disabilities may be ii of the well-nigh important factors in determining their success or failure in postsecondary education. Students with disabilities need to be prepared to work collaboratively with the institution'southward disability coordinator to enable them to have an equal opportunity to participate in an establishment's programs and activities. To ensure that students with disabilities possess the desired levels of self-advocacy to succeed in postsecondary didactics, high school educators may want to encourage the students to:

Understand their disabilities. Students with disabilities need to know the functional limitations that effect from their disabilities and understand their strengths and weaknesses. They should be able to explain their disabilities to an institution's disability coordinators or other appropriate staff. As part of this process, students should be able to explicate where they have had difficulty in the by, every bit well equally what has helped them overcome such bug and what specific adjustments might work in specific situations. To help students in this surface area, loftier school educators tin encourage high school students to be agile participants in their IEP or Department 504 meetings. Loftier school personnel likewise tin advise that students practice explaining their disabilities, as well every bit why they need sure services, to appropriate secondary staff or through role-playing exercises to fix them to engage in such conversations with confidence in a postsecondary setting.

Have responsibility for their ain success. All students, including those with disabilities, must take chief responsibleness for their success or failure in postsecondary educational activity. Students with disabilities, in detail, are moving from a system where parents and school staff commonly advocated on their behalf to a organisation where they will be expected to advocate for themselves. An establishment's staff will likely communicate directly with students when issues arise and are more often than not not required to interact with students' parents. In full general, students with disabilities should wait to complete all course requirements, such as assignments and examinations. Students with disabilities demand to identify the essential academic and technical standards that they volition be required to see for admission and connected participation in an institution's programme. Students besides need to identify whatever academic adjustments they may need as a result of their disabilities to meet those standards and how to request those adjustments. Students with disabilities need to understand that, while federal inability laws guarantee them an equal opportunity to participate these laws do not guarantee that students will achieve a detail outcome, for instance, good grades.

Take an appropriate preparatory curriculum. Because all students will be expected to encounter an institution's essential standards, students with disabilities need to take a high school curriculum that will set them to meet those standards. If students with disabilities plan to nourish a rigorous postsecondary institution, they, like their peers without disabilities, demand to make high schoolhouse curriculum choices that support that goal. High school guidance counselors and land VR agency counselors, in particular, can play an of import role in students' curriculum planning.

For all students, good study skills and the ability to write well are critical factors of success in postsecondary educational activity. High school educators tin assist students in these areas by offering or identifying opportunities, such as workshops, courses or tutoring programs, that emphasize the importance of reading, writing and good study skills. In addition, staff should encourage students to enroll in classes that will focus on writing and study skills in their freshman year of postsecondary education.

Learn fourth dimension management skills. Although a chief function of high schoolhouse educators is to provide monitoring, direction and guidance to students as they arroyo the end of their high school career, staff likewise need to prepare students to act independently and to manage their ain time with piddling to no supervision. High school educators can aid students by identifying resources that will help them learn time management and scheduling skills.

Learn computer skills. Because postsecondary students utilize computers to consummate a multitude of tasks, from registering for classes to accessing grade material and obtaining grades, it is essential that students learn to use computers if they are to exist prepared for postsecondary education. Ideally, students with disabilities demand to outset using computers as early every bit possible in school to increment their familiarity with, and their condolement level in using, computers. Students with visual impairments, hearing impairments, learning disabilities or mobility impairments may accept issues with inputting information or reading a estimator monitor. Assistive technology can help certain students with disabilities use computers and access information.

Consider supplemental postsecondary didactics preparatory programs. A variety of institutions of postsecondary educational activity have summertime programs in which students can participate while they are still in high school, or subsequently graduation, to ease their transition to postsecondary education. These programs oftentimes expose students to experiences that they are likely to encounter in postsecondary education, such as living in dorms, relating to other students and eating in dining halls. The programs may likewise focus on teaching in certain subject areas, such equally math or English, or in certain skills, such every bit computer, writing or written report skills, that can prepare a student to be successful in postsecondary education. High school educators can assist students with disabilities by identifying such plan opportunities in their area of residence.

Research postsecondary education programs. Students with disabilities may select whatever program for which they are qualified but should be advised to review carefully documentation standards and programme requirements for their program or institution of interest. For example, students should pay close attention to an institution'south program requirements, such as language or math, to avoid making a large fiscal and fourth dimension delivery just to realize several years into a program that they cannot, even with academic adjustments, see an essential requirement for program completion. Campus visits, which include visits to the inability services function, can be helpful in locating an environment that all-time meets a student's interests and needs. In addition, while all institutions have a legal obligation to provide appropriate services, certain colleges may be able to provide better services than others due to their size or location.

Get involved on campus. To assist students avert the isolation that tin can occur abroad from home during the beginning year of postsecondary education, loftier school educators should encourage students to alive on campus and to go involved in campus activities. Attendance at orientation programs for freshmen is a good kickoff step in discovering ways to get involved in the postsecondary education surroundings.

If you would like more data about the responsibilities of postsecondary schools to students with disabilities, read the OCR brochures Auxiliary Aids and Services for Postsecondary Students with Disabilities: College Education's Obligations Under Section 504 and Title Two of the ADA and Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities. You may obtain copies of these brochures by contacting us at the address and phone numbers below or on the Section's website at: http://world wide web.ed.gov/ocr/publications.html#Section504. To receive more information near the civil rights of students with disabilities in education institutions, please contact OCR at:

Client Service Team
Part for Civil Rights
U.S. Department of Education
Washington, DC 20202-1100

Phone: 1-800-421-3481
TTY: 1-877-521-2172
Email: ocr@ed.gov

Web accost: http://www.ed.gov/ocr

This publication is in the public domain. Authorisation to reproduce it in whole or in role is granted. The publication'due south citation should be: U.Southward. Department of Education, Function for Civil Rights, Transition of Students With Disabilities to Postsecondary Education: A Guide for High School Educators, Washington, D.C., 2011.

To society copies of this publication:

Write to: ED Pubs Education Publications Center, U.S. Department of Instruction,
P.O. Box 22207, Alexandria, VA 22304.

Or fax your order to: 703-605-6794.

Or email your request to: edpubs@inet.ed.gov.

Or call in your request toll-free: i-877-433-7827 (1-877-4-ED-PUBS). Those who use a telecommunications device for the deafened (TDD) or a teletypewriter (TTY), should call 1-877-576-7734. If 877 service is non yet available in your surface area, call ane-800-872-5327 (one-800-USA-Larn).

Or order online at http://edpubs.gov.

This publication is as well available on the Department's website at http://www.ed.gov/ocr/transitionguide.html. Any updates to this publication will be available on this website.

On request, this publication tin can be made available in alternate formats, such every bit Braille, large print or figurer diskette. For more information, contact the Department's Alternating Format Centre at 202-260-0852 or 202-260-0818. If you lot use a TDD, phone call 1-800-877-8339.

Endnotes

¹ The Americans with Disabilities Act Amendments Act (Amendments Human activity), P.L. 110-325, amended the ADA and Department vii of the Rehabilitation Deed of 1973, which contains the disability definition for Section 504. The Amendments Deed became effective on January 1, 2009. The Amendments Deed afflicted the meaning of the term "disability" in the ADA and Department 504, most notably past requiring that "disability" under these statutes be interpreted broadly. More data well-nigh the Amendments Act is available from OCR's website at http://www.ed.gov/policy/rights/guid/ocr/disability.html and http://www.ed.gov/about/offices/list/ocr/504faq.html.

^two The U.S. Department of Educational activity's Part of Special Pedagogy Programs (OSEP) administers the IDEA. You can find boosted information well-nigh the IDEA at http://www.ed.gov/about/offices/listing/osers/osep, or past contacting OSEP at:

Office of Special Education Programs
Office of Special Didactics and Rehabilitative Services
U.Due south. Department of Education
400 Maryland Ave. Due south.W.
Washington, DC 20202-7100
Phone: 202-245-7459

³ OSERS' Rehabilitation Services Assistants (RSA) administers a formula grant program that funds state VR agencies to provide eligible individuals with disabilities with employment-related services, including services to facilitate transition. Additional information near this grant program is available at http://www2.ed.gov/near/offices/list/osers/rsa/index.html or by contacting RSA at:

Rehabilitation Services Administration
U.Southward. Department of Education
400 Maryland Ave. S.W.
Washington, DC 20202-2800
Telephone: 202-245-7488

⁴ Run into 34 C.F.R. § 104.42(b) (2010); and 28 C.F.R. § 35.130(b)(8) (2010).

⁵ See 28 C.F.R. § 35.130(b)(7) and 28 C.F.R. § 35.164.

^vi The term "accommodations" is as well referenced under the IDEA and used by the major publishers of college entrance exams. The term generally refers to changes in the standardized testing weather provided to a student with disabilities that will non impact the validity of the student's test scores.

⁷ See 34 C.F.R. § 104.42(b)-(c).

⁸ In this document, consistent with the Section 504 regulations at 34 C.F.R. § 104.44, nosotros generally apply the term "bookish adjustments" to refer to modifications to nonessential bookish requirements, reasonable changes to policies, procedures and practices, and the provision of auxiliary aids and services necessary for individuals with disabilities to participate in, and do good from, the postsecondary education programme. These terms are further explained in the section of this guide titled "Post-Admission: Documentation of a Disability." Information technology should be noted that the term "reasonable accommodations," commonly used in the employment context, also may exist familiar to postsecondary schoolhouse personnel.

⁹ Run across 34 C.F.R. §§ 104.iv and 104.42; and 28 C.F.R. § 35.130.

¹⁰ Run across 34 C.F.R. § 104.3(fifty)(iii); and 28 C.F.R. § 35.104.

^xi Although the term "handicap" is used in the Department 504 regulation, consequent with contemporary usage, this guidance uses the term "disability."

¹² Regulations implementing Section 504 and Title II of the ADA comprise non-exhaustive lists of major life activities. See 34 C.F.R. § 104.3(j)(2)(2) (2010) and 28 C.F.R. § 35.104 (2009). The Amendments Human activity included additional examples of general activities and "major bodily functions" that are major life activities. See 42 U.S.C. § 12102(ii).

¹³ Run across 34 C.F.R. § 300.305(e)(3) (2010).

^xiv See 34 C.F.R. § 104.three; and 28 C.F.R. § 35.104.

¹⁵ See 34 C.F.R. § 104.44(a).

¹⁶ See 28 C.F.R. § 35.164.

¹⁷ See 34 C.F.R. § 104.four; and 28 C.F.R. § 35.130.

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