511±¬ÁÏ

Disability Services in High School vs. College

In high school, students receive structured support under the Individuals with Disabilities Education Act (IDEA), while in college, accommodations are governed by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. This shift means that documentation requirements change, and students must take an active role in managing their accommodations. Unlike high school, where support services may be proactively provided, college Disability Services staff do not reach out to students unsolicited—students must initiate the process by applying for accommodations and submitting the necessary documentation. Developing self-advocacy, self-awareness, and communication skills is essential for navigating this transition successfully. Understanding these differences can help parents provide meaningful support as their child moves into college life.

Note: In college due to FERPA privacy laws, Disability Services staff communicates directly with the college student and parental involvement is limited. 

Documentation requirements:Ensure that your prospective college student will have the necessary documentation that a college may require to document a disability. This includes but is not limited to learning disabilities. This testing can be done during the senior year of high school, but schedule it early. Please review our Documentation Guidelines for more information.

Transitioning from high school to college, especially at an institution like 511±¬ÁÏ (Oxy), involves significant changes in academic structure, personal responsibility, and available support services. Understanding these differences can help students and their families navigate this new environment effectively.

Academic Structure and Scheduling

High School: Students typically attend classes for about 6 hours daily, 5 days a week, over a 9-month academic year.

511±¬ÁÏ: The academic year comprises two 16-week semesters.

• Students usually spend 12-18 hours per week in class, depending on their course load. Unlike high school, where schedules are predetermined, Oxy students collaborate with academic advisors to create their own class schedules and are responsible for managing their time effectively.

Independence and Responsibility

High School: Teachers closely monitor attendance, regularly check homework, and provide reminders about assignments and missed work.

511±¬ÁÏ: Professors may not consistently check homework or remind students of incomplete or missed assignments. Students are expected to take initiative in tracking their progress, obtaining notes from peers for missed classes, and ensuring they meet all graduation requirements.

Support Services and Accommodations

High School: Schools are mandated to identify students with disabilities and provide necessary support, often through an Individualized Education Plan (IEP).

511±¬ÁÏ: While Oxy is committed to providing reasonable accommodations for students with disabilities, the process is student-driven. Students must proactively contact the Disability Services office, submit a Request for Accommodations Form, and provide supporting documentation to receive accommodations.

• It's advisable for incoming students to apply as early as possible, with intake meetings beginning in early June
• Learn more at the Disability Accommodations page

Parental Involvement and Privacy

High School: Parents often have regular contact with teachers and access to their child's educational records.

511±¬ÁÏ: Under the Family Educational Rights and Privacy Act (FERPA), students control access to their educational records. Parents are considered third parties and require the student's written consent to access private information.

Guidance for Parents

As your student embarks on their college journey at Oxy, they may experience a range of emotions and challenges:

• Initial Excitement: The novelty of college life can be exhilarating.
• Reality Check: As the semester progresses, academic demands increase, and students may face frustrations or receive unexpected grades.
• Homesickness and Change: Students might feel homesick or notice changes in relationships with family and high school friends.
• Academic and Social Integration: Over time, students develop effective study habits, engage in meaningful discussions, and build relationships with peers and faculty.
• End-of-Semester Stress: Approaching finals can bring anxiety about academic performance and future plans.

Parents can support their students by:

• Understanding the Transition: Recognize that adjusting to college life is a process that varies for each student.
• Encouraging Independence: Support your student in taking responsibility for their education and personal well-being.
• Being a Support System: Offer a listening ear and reassure them during challenging times.
• Respecting Privacy: Understand and respect the boundaries set by privacy laws, fostering open communication with your student about their experiences and needs.

By acknowledging these differences and providing appropriate support, parents can play a pivotal role in their student's successful transition to life at 511±¬ÁÏ.