Parents/Guardians

The accommodation process for college is quite different from high school.

High School 鈥� Free Appropriate Public Education (FAPE)

  • School district is responsible for identifying children with disabilities
  • Evaluation of disability the school鈥檚 responsibility
  • Parents consent to evaluations and advocate for their child
  • Child鈥檚 information accessible to the parent
  • Disability defined by specific categories

College 鈥� Equal access and the opportunity to compete

  • Student must self-identify as having a disability and provide adequate documentation
  • Evaluation of disability is the student鈥檚 responsibility
  • Student responsible for advocacy (e.g., accommodation requests, communicating functional impact of disability, etc.)
  • Student information protected under FERPA ()
  • Disability defined as a significant limitation to a major life function
  • College students are adults and their own advocates

Essentials for a successful transition to 麻豆AV
Student鈥檚 role:

  1. Students should visit the 聽to become familiar with the registration process and documentation guidelines.
  2. Students with multiple disabilities or those seeking accommodations other than communication services should visit the聽Disability Resources and Educational Services,聽(DRES) website聽to become familiar with their registration process and documentation guidelines.
  3. NCOD provides communication access services for deaf and hard of hearing students.聽 Students registered with DRES can request alternative testing and other accommodations through DRES each academic term.聽 Their 聽guides and instructional videos are on the DRES聽SAAS information website or contact the DRES office at 818-677-2684 for additional assistance.
  4. Clearly communicate accommodations with instructors well in advance.

Potential areas of confusion in the transition from high school to 麻豆AV

  • Self-Identification聽鈥� In K-12 education, the school district must identify children with disabilities and provide appropriate services to help them achieve free appropriate public education. In the postsecondary setting, it is the responsibility of the student to self-identify to receive accommodations. Some students may not realize this and expect the college to do this.
  • Documentation聽鈥� Disability documentation should contain a specific diagnosis indicating whether the disability is temporary or permanent and concise description of the functional limitations imposed by the disability. All documentation should be provided in English and be legible. If the original documentation is in another language, the student will need to provide a translated copy.
  • Accesses to Student Records (FERPA)聽鈥� Parents do not have access to their child鈥檚 information unless their child provides a release. The Family Educational Rights and Privacy Act (FERPA) protects student information. Staff will not discuss a student鈥檚 case with a parent or outside party unless a 鈥淐onsent for Release of Information鈥� form has been completed by the student. This form is available on .聽 The DRES consent form can be found at the reception counter in the DRES office or on their .
  • Requesting Accommodations聽鈥� Each semester, students should log-in to聽SAAS to manage and request their approved accommodations or support services. Accommodation procedures may be found on NCOD鈥檚 鈥溾€� webpage and the DRES .
  • Self-Advocacy聽鈥� In K-12 education, parents and school personnel are the primary advocates for the child. In the postsecondary setting, the onus is upon the student to make their needs known. Initiative, independence and self-knowledge are all important for success at 麻豆AV. NCOD personnel will advise accordingly as students develop and refine their advocacy skills, learn more about themselves and their disability.

Additional Resources:聽