College Blueprint Slides
BLUEPRINT FOR SUCCESS
Navigating Your Rights in College
The Big Shift: High School vs. College
High School (IDEA)
- School finds YOU and provides services.
- Focus is on YOUR SUCCESS.
- Teachers and parents manage your IEP.
College (ADA/504)
- YOU find the office and ask for help.
- Focus is on EQUAL ACCESS.
- YOU manage your own accommodations.
The Legal Shield
Section 504
Prevents discrimination in programs that receive federal money (like community colleges). It ensures you have a level playing field.
ADA (Title II)
Protects people with disabilities in all public places. It guarantees "Reasonable Accommodations" to help you participate fully.
These laws mean you have a RIGHT to be there and a RIGHT to support.
The Power of Disclosure
Self-Disclosure is when you choose to tell the college about your disability.
Privacy: You ONLY have to tell the Disability Services office.
Confidentiality: Professors won't know your specific diagnosis.
Wait! If you don't disclose, you can't get accommodations. It's your choice!
The 3-Step Request
1
Apply
Contact the Disability Services (DS) office and fill out their application forms.
2
Document
Provide proof of your disability (like a recent evaluation or your IEP/504 plan).
3
Meet
Attend an intake meeting to discuss what tools help you learn best.
You Are the Captain
Communicate
You must hand your accommodation letter to your professors.
Monitor
Check if your accommodations are actually working in class.
Speak Up
If something isn't right, go back to the DS office and talk!
Advocacy Mantra
"I know how I learn. I know what I need. I have the right to ask."
What Would You Do?
Scenario A
You have an accommodation for extra time on tests, but your math teacher says, "You don't look like you need it."
Discuss Your Steps
Scenario B
You're feeling overwhelmed in English class and realize you forgot to submit your accommodation letter to the DS office.
Discuss Your Steps
The Future is Yours
By knowing your rights and speaking up, you are building a path to college success.
Lesson Complete
My Rights Workbook
My Rights Workbook
BLUEPRINT FOR SUCCESS • TRANSITION GUIDE
NAME:
DATE:
1. The Big Shift
Compare High School and College systems below. Some examples are provided.
High School (IDEA)
Responsibility:
School finds you
Main Goal:
Who manages your plan?
College (ADA/504)
Responsibility:
Main Goal:
Equal Access
Who manages your plan?
2. Key Vocabulary
Self-Disclosure
Reasonable Accommodations
Page 1
Advocacy Action Plan
Steps to Success
1
Apply to the Office.
2
Provide your disability .
3
Attend an meeting.
Scripting Success
Write what you would say to a professor about needing extended time on tests.
Example: "Hi Professor, I have an accommodation for extra test time. I wanted to share my letter and ask about the best place for me to take exams."
True or False?
In college, teachers automatically know I have a disability.
T F
I have a right to equal access to all college materials.
T F
It is my choice and job to tell the college if I need help.
T F
Building Your Path
Advocacy Action Checklist
Advocacy Action Checklist
Roadmap to Community College Success
Phase 1: Your Document Toolkit
Most recent IEP or 504 Plan (from senior year)
Psychological-Educational Evaluation (last 3 years)
Medical documentation (if applicable)
High School Transcript (official version)
Phase 2: Action Steps
Identify the Office
Find "Disability Services" on the college website.
Schedule Intake Meeting
Call/email for a meeting before the semester starts.
Review Your Letter
Ensure your letter lists the tools you need to succeed.
Talk to Professors
Hand your letter to each professor during week one.
3 Questions for your Intake Meeting
- How do I request letters at the start of every semester?
- Is there a Testing Center I should use for my exams?
- What tutoring or assistive technology is available?
My College DS Phone: _________________________________________
My College DS Email: _________________________________________
