College Disability Accommodations After High School in North Dakota
The Legal Framework Changes Completely
In high school, your child's special-education services may be provided under IDEA, while Section 504 may also protect access to accommodations. IDEA requires the school to find students with disabilities, evaluate them, and provide specialized instruction through an IEP. The school does the work. They identify the needs, write the plan, and provide the services.
After high school, IDEA no longer applies. College accommodations fall under two different laws: Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). The fundamental difference is this: in college, the student must identify themselves, provide documentation, and request specific accommodations. Nobody is going to seek them out.
This shift catches many families off guard. Students who received comprehensive support throughout K-12 in North Dakota arrive at NDSU, UND, or Bismarck State and discover that the disability services office won't contact them, the professors don't know about their disability, and nothing happens unless they initiate it.
What Colleges Require
Every post-secondary institution that receives federal funding has a disability services office (the name varies — Office of Disability Services, Accessibility Services, Student Access Services). To receive accommodations, the student must:
Self-identify. Walk into the disability services office and disclose the disability. This is voluntary — no college can require a student to identify as disabled. But accommodations won't happen without it.
Provide documentation. Colleges set their own documentation standards, and these vary. Some accept the IEP and most recent evaluations from high school. Others require recent psychoeducational testing or medical documentation. Check the specific college's requirements before enrollment — if new testing is needed, ask whether it can be completed during the senior year while the student is still enrolled.
Request specific accommodations. The disability services office reviews the documentation and determines which accommodations are reasonable. Common college accommodations include extended test time, note-taking services, assistive technology, reduced course loads, priority registration, and accessible housing.
What the Summary of Performance Gives You
When a student exits special education in North Dakota — whether through graduation or aging out — the school must provide a Summary of Performance (SOP). This document summarizes the student's academic and functional achievements, lists the accommodations and modifications that were effective, and includes recommendations for future service providers.
The SOP is a starting point for the college conversation, not a guaranteed accommodation plan. Disability services offices appreciate it because it shows what worked in high school, but they'll make their own determinations based on the post-secondary environment. A modification that altered curriculum content (like reduced assignments) won't transfer to college, but an accommodation that provided equal access (like extended time) likely will.
Keep the SOP, the most recent IEP, and all evaluation reports in a file the student controls. Once they turn 18, educational records are theirs under FERPA.
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Key Differences Students Need to Understand
No automatic modified curriculum. High school IEPs can modify what a student is expected to learn. Colleges generally do not have to alter essential course content or grading standards — accommodations provide equal access to the same curriculum. A student who received modified tests in high school will generally be assessed on the same essential course content in college, with accommodations such as extended time or a different setting where approved.
No one manages the plan. In high school, the IEP team monitors implementation and the case manager checks in regularly. In college, the student is responsible for delivering accommodation letters to each professor, reminding professors before exams, and reporting problems to the disability office.
Housing and campus services. Accommodations extend beyond the classroom. Students can request accessible housing, dietary accommodations in campus dining, transportation modifications, and assistive technology. These requests may involve the disability services office and other campus offices; ask the college where each request is handled.
ADHD and learning disabilities. Students with ADHD or learning disabilities who had IEPs or 504 plans may be eligible for college accommodations but must self-advocate. The most common challenge is executive function — managing the accommodation process itself requires the organizational skills that ADHD affects. Campus disability offices can help set up systems, but the student must take the first step.
Preparing During High School
The transition IEP is the right place to build these self-advocacy skills. North Dakota's transition plan should include goals for:
- Explaining the disability and its impact to a new person (practicing disclosure)
- Identifying what accommodations help and why (self-knowledge)
- Navigating administrative processes independently (filling out forms, making appointments)
- Managing deadlines and schedules without external reminders
If your child is planning to attend college in North Dakota, contact the disability services office at their target school during junior year. Ask what documentation they require and whether they'd accept the current IEP evaluations. If additional testing is needed, ask the school district whether it can be completed while the student is still enrolled — raise the question during the transition IEP meeting rather than scrambling after graduation.
DVR can also help with the college transition. Vocational rehabilitation services can include tuition assistance, adaptive technology, and campus-based support services. Students should apply for full DVR services before leaving high school so the Individualized Plan for Employment is in place when they start classes.
The North Dakota IEP Transition to Adulthood Guide covers the full transition from IDEA to ADA, including self-advocacy scripts and a checklist for contacting college disability services.
Frequently Asked Questions
Do I need a new evaluation for college accommodations?
It depends on the college. Some accept the evaluations from your high school IEP if they're recent (within the last three years). Others require specific testing by a licensed psychologist. Contact the college's disability services office before senior year to find out what they need.
Can my parents still be involved in my college accommodations?
Under FERPA, college students (regardless of age) control their own educational records. The disability services office won't share information with parents unless the student signs a release. Parents can still support and advise, but the student is the one who interacts with the college.
What if the college denies an accommodation I had in high school?
Colleges must provide reasonable accommodations, but they don't have to replicate every IEP accommodation. If an accommodation is denied, the disability services office should explain why and suggest alternatives. If you believe the denial violates Section 504 or the ADA, you can file a complaint with the U.S. Department of Education's Office for Civil Rights.
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