Accessible Education Center

What Happens in College: IDEA, ADA, IEPs, and Section 504 Plans

Many students and families find it difficult to understand how different disability laws affect the provision of services in college. Below are three very important laws to understand:

The IDEA

The Individuals with Disabilities Education Act (IDEA) is a federal law that governs early intervention, special education, and related services for schoolchildren ages 3-21 (or until high school graduation). Public schools must create an Individualized Education Plan (IEP) tailored to meet each child’s needs, promoting success in the K-12 system.

Section 504

Section 504 of the Rehabilitation Act of 1973 protects individuals from discrimination based on disability. In K-12 schools, 504 Plans provide accommodations and modifications. In postsecondary institutions, students are entitled to equal access to compete with non-disabled peers under Subpart E of Section 504.

The ADA

The Americans with Disabilities Act (ADA) of 1990 is a civil rights law designed to ensure qualified individuals with disabilities have equal access and participation opportunities in programs, services, and activities. The ADA was amended in 2008 to expand its scope and ensure access rather than guarantee success in college.

Important Points

• IEPs and 504 Plans often do not suffice as documentation for college accommodations, as the laws governing K-12 differ from those for colleges.
• Colleges may use IEPs and 504 Plans as supporting information, but they are insufficient on their own.
• Unlike IDEA, which ensures success in K-12, the ADA and Section 504 focus solely on providing access in postsecondary institutions.

High School vs. College

High Schools	Colleges/Universities	University of Houston-Downtown (UHD)
Applicable Laws Individuals with Disabilities Education Act (IDEA)	Applicable Laws - Section 504 of the Rehabilitation Act - Americans with Disabilities Act (ADA) - Family Educational Rights and Privacy Act (FERPA)	Applicable Laws Includes all college regulations plus UHD-specific policies.
Goal Enable student success.	Goal Provide equal access; success is the student’s responsibility.	Goal Accessible Education Center provides access and additional resources to enhance success.
Documentation - IEPs and 504 Plans - Evaluations conducted by the school	Documentation - Self-report by the student - Professional evaluations at the student’s expense	Documentation - Documentation based on AHEAD guidelines - IEPs and 504 Plans can serve as supplemental information
Parental Role - Parents are advocates - Parents have access to student records - Parents are included in the process	Parental Role - Parents typically do not have access - Students self-advocate	Parental Role - Parents can guide their student - Access to records requires written consent from the student
Student Role - Students are identified and supported by parents and teachers - School is responsible for implementing accommodations	Student Role - Students must self-identify and request services - Students are responsible for implementing their accommodations	Student Role - Students choose whether to self-identify - Accessible Education Center explains policies and procedures upon request
Teachers, Curriculum, and Grades - Teachers may modify the curriculum - Frequent testing and graded assignments - Grades may be modified based on the curriculum	Teachers, Curriculum, and Grades - Essential course components are not modified - Testing frequency varies - Attendance may or may not be taken	Teachers, Curriculum, and Grades - Attendance is critical - Class participation and group work are often required - Faculty may enforce policies on late work or participation
Course Selection Selected by counselors; modifications may be made	Course Selection Students select their courses with advisor guidance	Course Selection Advisors help guide students to reduce barriers caused by disabilities