Transitioning to Fairmont State University

Making the transition from high school to college is exciting but it can also be overwhelming. As a student with a disability, there are certain things you'll need to know to get yourself ready. Learn more below about what may be similar and different.

Differences Between High School and College Accommodations

K – 12

Students seeking accommodations at Fairmont State University sometimes previously received accommodations in their K-12 education through an Individualized Education Plan (IEP) or 504 plan. These plans are supported by their respective educational laws, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973, Subpart D. They can include services and modifications, in addition to accommodations, and are typically created to ensure successful graduation.

While these documents can offer some historical disability and accommodation information, the listed accommodations will not automatically apply at Fairmont State University or another higher education setting.

Higher Education

Higher education is governed by different laws than K-12 education. The Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, Subpart E outline the university’s equal access responsibilities. Generally, institutions of higher education provide reasonable accommodations to ensure that students have equal access to their education compared to their nondisabled peers, rather than ensuring academic success. The responsibility for learning and successfully meeting academic requirements falls on the student with or without accommodations.

Please see the below document for more information on the differences between high school and college accommodations. The U.S. Department of Education also provides helpful information on their website:

ACCOMMODATION PROCESS DIFFERENCES PREPARING FOR POSTSECONDARY EDUCATION

Important Things to Keep in Mind

Your High School IEP/504 Does Not Transfer – You will need to provide documentation and go through the interactive process to determine eligibility. While other professionals may suggest accommodations, the Accessibility Services Office makes the final determination.

Learning to Be a Self-Advocate – Accommodations do not follow you automatically. You must request them and initiate the process. Be prepared to explain your disability, how it affects your learning, and what accommodations you need.

Accommodations May Look Different Than in High School – Colleges do not offer special education services, para-educators, or modified coursework. Instead, accommodations are designed to remove barriers to access while maintaining the same academic standards. You are responsible for meeting the same academic and behavioral expectations as all students.

Professors Will Be Informed of Your Accommodations, Not Your Diagnosis – Your disability information is private and protected. Faculty will only receive information about approved accommodations, not your medical history or diagnosis.

Accommodations Are Not Retroactive – You must request accommodations before you need them. If you struggle without accommodations and later request them, they will not apply to past coursework, tests, or assignments.

Dual Credit & Early College Students Must Use College Accommodations – If you are taking dual credit or early college courses, you must use the college’s accommodation process, as these courses follow higher education accommodation standards.

Not All Academic Challenges Are Disabilities – Struggling with time management, organization, or study skills does not automatically qualify for accommodations. Many of these challenges can be addressed through campus resources like tutoring, faculty office hours, and coaching.

Making the Transition

All students transitioning from high school to college will find themselves confronting new and sometimes unexpected circumstances.

These are likely to include:

Higher workloads
Less time spent in the classroom
Significantly less supervision by parents or instructors
More distractions from friends and extracurricular activities
Living arrangements
Sleeping and eating patterns
Study habits are likely to be in flux for some time as students adjust to their new surroundings

Many students find this combination challenging, and struggle with issues of time management and focus. Students with disabilities may expect to have these challenges magnified — and at the same time will also find themselves operating in a very different legal and practical arena than they have experienced before.

Successful Transition Strategies

Carefully plan your first semester by choosing courses that maximize your strengths
Complete the process to request accommodations
Inform your adviser that you have a learning problem
Don't register for more hours than you can handle
Inform each of your professors of your needs in the first week of classes
Use available campus resources such as tutoring in the LEAD Center, faculty office hours, etc.
Check your student email every day for important information
Do not wait until you are failing to seek help
Avoid drinking alcohol and drug use; alcohol and drug use can impair academic functioning in any student