Law Swap Worksheet The Legal Shift
IDEA vs. ADA Comparative Worksheet
NAME:
DATE:
Part 1: Entitlement vs. Access
Complete the table below by summarizing the key differences between high school (IDEA) and college (ADA/Section 504).
Key Concept High School (IDEA) College (ADA/504) Legal Responsibility The School District Main Goal Success (FAPE) Identification School finds and tests student. Parent Role Advocate and Decision Maker
Part 2: Is this HS or College?
Read each scenario. Identify if it describes a High School setting or a College setting, then explain WHY based on the law.
Scenario A:
"A teacher notices a student is struggling and automatically provides a copy of class notes without being asked."
High School
College
Rationale:
Scenario B:
"A student must provide current medical documentation and fill out an intake form to request a testing accommodation."
High School
College
Rationale:
Part 3: The Advocacy Shift
In high school, you are "entitled" to services. In college, you are "eligible" for access. What is the single biggest change you will need to make in your personal behavior to ensure you get the help you need in college?
The Legal Shift Slides Transition Series
The Legal Shift
From High School IDEA to Post-Secondary ADA/Section 504
Campus Bound: Unit 1
The Big Pivot
High School
Entitlement: You are guaranteed a free and appropriate public education (FAPE).Success: The goal is to help you succeed and graduate.
College
Eligibility & Access: You are entitled to access, but only if you prove eligibility.No Discrimination: The goal is to ensure you aren't excluded, not to ensure success.
Who Takes the Lead?
High School (IDEA)
College (ADA)
The District
Finds, tests, and identifies students with disabilities.
The IEP Team
Monitors progress and modifies the curriculum.
The Student
Must self-identify and request specific services.
The Student
Advocates for themselves with instructors.
Accommodations vs. Modifications
Accommodations
"Changing HOW you learn"
Extended time on tests
Preferential seating
Note-taking assistance
Common in both HS and College
Modifications
"Changing WHAT you learn"
Lower reading level texts
Fewer quiz questions
Alternative assignments
Rarely or NEVER allowed in College
Ready for the Shift?
In college, no one will come looking for you. You must be the one to open the door.
01
Research
Find the DSS office
02
Apply
Submit documentation
03
Meet
Schedule your intake
The Legal Shift Answer Key Teacher Resource: Answer Key
The Legal Shift: Law Swap
Lesson 1: Comparative Frameworks
Part 1 Table: Expected Student Responses
Key Concept High School (IDEA) College (ADA/504) Legal Responsibility The School District The Student Main Goal Success (FAPE) Equal Access / No Discrimination Identification School finds and tests student. Student must self-identify and disclose disability. Parent Role Advocate and Decision Maker None (unless student signs FERPA waiver). Student is the advocate.
Part 2: Scenario Analysis
Scenario A: "Teacher notices struggle and automatically provides notes..."
Answer: High School
Rationale: In High School (IDEA), schools have a "Child Find" responsibility to identify and support students. In college, a student must request the accommodation; a professor will rarely provide it proactively.
Scenario B: "Student must provide current medical documentation and fill out intake form..."
Answer: College
Rationale: Under ADA/504, the burden of proof is on the student to establish eligibility for services through professional documentation. High schools are responsible for conducting evaluations.
Instructional Tips
Key Discussion Point
Emphasize that Modifications (e.g., shorter tests, modified grading) are rarely allowed in college because they "fundamentally alter" the curriculum. College is about Accommodations (accessing the same curriculum as everyone else).
Self-Advocacy Check
When reviewing Part 3, look for students identifying proactive communication or disclosure as the key behavioral shift. If they say "nothing changes," revisit the slide on the legal burden of proof.
Campus Scavenger Hunt Worksheet Campus Scavenger Hunt
Navigating Disability Services Websites
NAME:
TARGET SCHOOL:
Mission Objective:
Choose one college or university you are interested in. Your goal is to navigate their official website to find the specific "hidden" details regarding disability support. Speed and accuracy count!
Task 1: The Office
What is the exact name of the office that provides disability services? (Hint: It's not always called "DSS")
Task 2: Contact
Find the physical address and the email address for this office.
Location:
Email:
Task 3: Documentation
Look for the "Documentation Guidelines" section. List 3 specific things they require to prove a disability (e.g., age of report, specific professional credentials).
Task 4: Assistive Tech
Does the school offer specific assistive technology (e.g., Kurzweil, Dragon, SmartPens)? If so, list two items mentioned.
Final Challenge
Find the "Student Handbook" or "Policies" section. What is the deadline or recommended timeframe to request accommodations for a semester?
DSS Comparison Log DSS Comparison Log
Side-by-Side College Analysis
Name:
Compare the disability support systems of three different institutions. This will help you decide which environment best fits your needs.
| Criteria | College 1:
| College 2:
| College 3:
|
| --- | --- | --- | --- |
| Doc Age Limit
Final Recommendation
Based on your research, which of these schools seems the most 'disability-friendly' and why? What specific feature made it stand out?
Campus Quest Teacher Guide Teacher Resource: Facilitation Guide
Lesson 2: Campus Quest
Navigating the Research Phase
Learning Objective
Students will demonstrate the ability to locate critical disability support information on diverse post-secondary websites, identifying documentation requirements and office procedures.
Lesson Roadmap
1
The Hook: Scavenger Speed (5-10 mins)
Challenge students to find the phone number of the DSS office at a local community college in under 60 seconds. Discuss why it was easy or hard (e.g., hidden menus, different names like "ARC" or "OSS").
2
Guided Research (20 mins)
Distribute the Campus Scavenger Hunt Worksheet . Students should focus on ONE school they are actually considering. Walk around to help students who get stuck in "site-map loops."
3
The Comparison Log (20 mins)
Students use the data from their hunt to begin filling out the DSS Comparison Log . Encourage them to find two additional schools to provide contrast (e.g., a large state university vs. a small private college).
Common Roadblocks
Vague Labels: Offices are often called "Student Success," "Accessibility Resources," or "Equity Office."Outdated Links: College sites are notoriously messy. Tell students to use the search bar on the site or Google "[College Name] Disability Services."
Questioning Strategy
"If you can't find the documentation deadline, what's your next step? Who could you call? Is 'no deadline listed' the same as 'there is no deadline'?"
Brain Manual Worksheet Brain Manual
Personal Summary of Performance (SOP)
VERSION: Post-Secondary Draft 1.0
STUDENT:
Section 1: The Specs
Think of this as the "technical specifications" of how you learn. Use your IEP or most recent evaluation for details.
Primary Learning Disability / Category
Most Recent Testing Date
Core Academic Strengths (What comes naturally?)
Functional Limitations (Where does the "system" glitch?)
Section 2: Recommended Tools
List the specific "upgrades" or accommodations that allow your brain to function at its peak academic level.
Requested Accommodation
Rationale: How does this specific tool help your specific disability?
Requested Accommodation
Rationale: How does this specific tool help your specific disability?
The Elevator Pitch
If you had 30 seconds to explain your learning needs to a professor, what would you say? Draft your "Self-Disclosure Statement" below.
"Hello Professor, I'm a student in your class and I wanted to share that I have a disability that affects my ________. To be successful in your course, I will be using my approved accommodations for ________. I look forward to a great semester."
Draft your custom version on a separate sheet or digital doc.
Advocacy Role Play Cards Advocacy Role Play
Simulation Scenario Cards
Cut along the dashed lines. Use these cards to simulate different student needs and barriers during your mock intake interviews.
Role: The Student
The Reading Specialist
You have dyslexia. You understand lectures well, but reading long assignments takes you three times longer than your peers. You often lose your place on the page.
Goal: Request Audiobooks & Tech
Role: The Student
The Processing Master
You have an auditory processing disorder. In large lecture halls with echoes, you miss about 30% of what the professor says. Your notes are usually incomplete.
Goal: Request Note-taker / Recording
Barrier: The Counselor
The Documentation Skeptic
The counselor says: "Your IEP is from 9th grade. It's a bit old. I'm not sure we can approve extended time based on this alone. What do you have to say?"
Response Practice: Advocate for the SOP
Barrier: The Counselor
The Generalist
The counselor says: "We can give you 50% extra time. That should be enough, right? We don't really do separate room testing unless it's a 'severe' case."
Response Practice: Explain functional limitation
Teacher Tip: Have students draw one "Student" card and one "Counselor" card to create a unique mock interview scenario. Encourage classmates to provide feedback on body language and clarity.
Advocacy Script Builder Script Builder
Mastering the Art of Disclosure
NAME:
Self-disclosure is not about sharing your entire medical history. It's about sharing only what is necessary to get the access you need. Use this guide to draft your professional disclosure script for your mock interview.
1
The Opening
Identify yourself and state the purpose of the meeting.
"Hello, my name is [Name]. I am a [Freshman/Incoming] student, and I'd like to discuss my academic accommodations for the upcoming semester."
2
The Functional Limitation
Describe how your disability impacts you in the classroom. Focus on the action, not just the diagnosis.
"I have a disability that affects my [processing/reading/focus]. Specifically, I have difficulty with [taking notes while listening/finishing exams on time]."
3
The Specific Request
Propose the accommodation that helps bridge the gap.
"In high school, I used [extended time/a note-taker] to help with this. I would like to request [specific accommodation] here as well."
Pro Tip: Documentation
Always end by offering your paperwork: "I have my Summary of Performance and current medical documentation right here for your review."
Time Audit Worksheet The 168 Hour Challenge
Post-Secondary Time Audit
TOTAL HOURS: 168
How do you spend your week?
In college, you spend about 15 hours in class, but you are expected to spend 30 hours studying independently. Map out a hypothetical week below. Be honest about sleep, transit, and social time!
TIME
MON
TUE
WED
THU
FRI
SAT
SUN
8 AM
10 AM
12 PM
2 PM
4 PM
6 PM
8 PM
Color Code Your Week:
Class Time
Study / Prep
Social / Work
Sleep / Self-Care
The Reality Check:
Are you reaching the "3:1 Ratio" (3 hours study for every 1 hour class)?
Total Study Hours: ____
Total Leisure Hours: ____
