- Lack of knowledge of resources
- Lack of post-secondary goals
- Poor collaboration among student peers, families, and professionals
- Low expectations
- Students’ lack of requisite skills in facilitating collegiate success

Barriers to the College Transition Process

Section 504 of the Rehabilitation Act details the provision of equal opportunities to students with disabilities to participate in college-sponsored activities and academic accommodations, often provided by campus disability services offices. However, not much has been studied concerning the effectiveness of such provisions in facilitating the success of college students with disabilities.

The Effectiveness of Section 504

In an exploratory study of college students with disabilities, the top five most accessed services reported were extended exam times, alternative testing environments, “other” (extended homework time, reduced credit load, etc.), assistive technology, and academic tutoring. Most students reported no additional costs other than those included in tuition for received services, and most reported they were extremely satisfied or somewhat satisfied (48% and 43%, respectively) with the services.

College Students' Perspectives on Received Disability-Related Services

Transition Services through IDEA are meant to prepare students to achieve post-high school goals through interagency collaboration  and careful consideration of students’ interests and strengths. 

University of Notre Dame

The number of students with disabilities that go into college has increased substantially in the last 25 years. However, despite such optimistic rates, many barriers to education for disabled students hinder their progress and success in obtaining a degree. In order to identify means of supporting such students in their college journey, it is pertinent to study their perspectives and experiences regarding collegiate preparation, services, and support from their families.

Perspectives on Disability and Postsecondary Education

20 U.S.C § 1400 (2018). A law passed in 1975 that focused on providing proper support and resources for students with disabilities in any education related program or service. By being the first piece of legislation that protected the rights of students with disabilities, IDEA specifically created FAPE in section 20 U.S.C 1412 (2018) and IEPs in section 20 U.S.C. 1414 (2018).

The Individuals with Disabilities Act (IDEA) 

Francis, G., Duke, J. M., Brigham, F. J., & Demetro, K. (2018). Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: an Exploratory study. Journal of Autism and Developmental Disorders, 48(10), 3573–3585. https://doi.org/10.1007/s10803-018-3622-x

Student Perceptions of College-Readiness, College Services and Supports, and Family Involvement in College: An Exploratory Study

College Transition Services and IDEA

Family support is cited to be an important facilitator of a student with disabilities’ collegiate success. Decreased involvement is especially difficult for students whose parents and families played a highly proactive role in high school while less involved now given the move into college. The Family Education Rights and Privacy further complicates familial involvement by limiting communication between students’ families and college professionals through need for student waivers.

Family Involvement in Collegiate Success

Students reported the role high schools played in helping them prepare for the challenges faced in college. Proactive aid provided by secondary professionals allows students to connect with the necessary resources before and while going into college. Students lacking such support said more could've been done.

College Preparedness

First regulation to establish and implement necessary resources and services for people with disabilities in education with the intent to provide an equitable education 20 U.S.C § 1412(1) (2018). 

Free Appropriate Public Education (FAPE)

An individualized academic plan that is created for a child with a disability that outlines the child's unique educational needs, goals, and the accommodations they are entitled to. Found in 20 U.S.C § 1412(4) (2018)

Individualized Education Program (IEP)

Revision of subpart (3) (A) modified what children qualify for the rights provided by IDEA; wards of the State are now legally protected to the right of IEPs under FAPE by this law and all other legislation that models their eligibility after IDEA.

2004 Reauthorization of IDEA's Section 20 U.S.C 1412

FAPE was created by IDEA but it is also a large part of The Rehabilitation Act as Section 504 declares all federal agencies receiving funds are required to follow any law enacted by the federal  government. Additionally, the U.S. Code of Federal Regulations also requires each title to implement and follow additional regulations specific to their area in accordance with all public laws. This means because United States Title 34 executes supplementary laws relevant to their title and are federally funded, they are allowed to establish their own guidelines for FAPE according to Section 504. 

The reason the Rehabilitation Act of 1973 must follow FAPE from IDEA

Although both require that FAPE is provided, there is a difference in how extensive the coverage of it is as presented by these laws. Section 504 in the Rehabilitation Act of 1973 prevents being subjected to disability discrimination, while IDEA focuses on providing appropriate educational settings and resources to accommodate disability, meaning there are extra and unique protections for students under IDEA. This means under 504 there will be modifications and accommodations for students to attend school, and under IDEA an eligible student will receive appropriate modifications and accommodations to meet education performance standards.

Differentiations in the Protections of FAPE under the Rehabilitation Act of 1973 and IDEA

A child who is qualified under IDEA is eligible for an IEP under 20 U.S.C § 1412(3)(A) which must meet the standards provided in 20 U.S.C § 1436(D) as well as the correct proceedings outlined in section 20 U.S.C § 1414(D)(iii). Reports show violations of these sections where often limited meetings regarding IEPs are formed as well as attended, there are severe reductions in school hours provided to students in these facilities as it was reported that on average special education makes-up 7-7.5 class periods per week in these facilities compared to the 19.5-22.5 periods per week in public schools, and there were zero IEPS at the time that addressed or had a plan to navigate the transition of leaving the facility for another or returning to the community. 

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