DC College Transition from IEP: How Disability Accommodations Change After High School

The Fundamental Shift: Entitlement to Eligibility

In high school, a student with an IEP receives services because they're entitled to them under IDEA. The school identifies needs, develops the IEP, and provides specialized instruction and accommodations. The student doesn't have to ask — the system is legally obligated to deliver.

College doesn't work that way. Once a student exits secondary education, IDEA no longer applies. Colleges and universities operate under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA), which provide a fundamentally different framework:

• No IEPs. Colleges don't create individualized education programs.
• No specialized instruction. Professors don't modify curriculum or provide differentiated teaching.
• No modifications to course content. Academic standards stay the same for every student.
• The student must self-disclose. Nobody identifies the student as having a disability — they have to go to the Office of Disability Services and request accommodations.

This shift catches families off guard because the K-12 system actively managed everything. In college, the student drives the process.

What Accommodations Are Available

Reasonable accommodations under ADA and Section 504 remove barriers to access without changing what the student learns. Common college accommodations include:

• Extended time on exams
• Testing in a reduced-distraction environment
• Note-taking services or recording permission
• Accessible course materials (large print, screen-reader compatible)
• Priority registration
• Housing accommodations
• Assistive technology access

What colleges do not provide: modified assignments, reduced course loads as a substitute for full-time enrollment (though part-time enrollment may be an option), personal aides, or behavioral support plans.

The Documentation Gap

Here's where preparation matters. Most college disability offices require documentation of the disability from a qualified professional — a psychological evaluation, a medical diagnosis, or an educational assessment. The IEP alone is usually not sufficient documentation for college accommodations.

DC students should prepare by:

1. Reviewing documentation needs early. Ask the college disability office what current documentation it requires and, while the student is enrolled, ask the LEA whether an updated evaluation is appropriate. The SOP supplements, but does not replace, the college's documentation requirements.

2. Requesting the Summary of Performance (SOP). DC LEAs must complete an SOP during the student's final year of eligibility. The SOP documents academic achievements, functional performance levels, and recommendations for accommodations in postsecondary settings. It doesn't replace a clinical evaluation, but it supplements the documentation package.

3. Keeping copies of the IEP. While the IEP doesn't directly translate to college accommodations, it provides a history of what worked — which accommodations the student used and how they supported access. Disability offices often reference this history when determining reasonable accommodations.

How to Register with Disability Services

Every college has an Office of Disability Services (or equivalent — the name varies). The process typically involves:

Step 1: Contact the office before the semester starts. Don't wait until classes begin and problems emerge.

Step 2: Submit documentation. The office reviews the clinical evaluation, SOP, and any supplemental records to determine eligibility and appropriate accommodations.

Step 3: Meet with a disability services coordinator. They develop an accommodation plan — not an IEP, but a written summary of approved accommodations that the student shares with professors.

Step 4: Self-advocate each semester. Accommodations don't automatically carry over. The student typically needs to request accommodation letters each term and deliver them to each professor.

The Self-Disclosure Decision

Students are not required to disclose their disability to the college. This is entirely voluntary. Some students who received extensive IEP support in high school choose not to disclose in college — either because they want to try without accommodations or because they don't want the label.

That's a legitimate choice, and it should be informed rather than reactive. Before the student makes this decision, they should understand:

• Without disclosure, no accommodations are available — not even extra time on exams
• Disclosure goes to the disability office, not to professors or classmates (the office handles confidentiality)
• Disclosing later in the semester after failing exams is possible, but retroactive accommodations are rarely granted

DC-Specific Resources for College Transition

DC students have access to several resources during the transition:

• RSA Pre-ETS counseling includes postsecondary education exploration as one of its five core services. Students receiving Pre-ETS can work with their counselor on college selection, application support, and accommodation planning.
• RSA Vocational Rehabilitation can fund postsecondary education costs (tuition, fees, books) if the student's employment goal requires a degree or certificate. The Individualized Plan for Employment must document this.
• DC's community colleges (University of the District of Columbia Community College) have disability services offices accustomed to working with transition-age students from DCPS and charter LEAs.

The DC IEP Transition to Adulthood Guide covers the full postsecondary transition — from requesting evaluations and the SOP while still in school, through registration with disability services, to coordinating with RSA for educational funding.

See more District of Columbia guides →