North Branford Public Schools
P.O. Box 129
1332 Middletown Avenue
Northford, CT 06472
Transition From High School to College
The post-secondary level institutional role changes as follows:
(Other differences may exist for post-secondary institutions which provide housing programs, health services, psychological counseling services, and extensive international programs.)
In contrast to their K-12 educational experience where many responsibilities were assumed by the school, student responsibilities at the post-secondary level change as follows:
Students have a responsibility to:
Post-secondary institutions are not required to:
Remember Privacy Issues: Students in colleges and universities are considered adults, with privacy and confidentiality protections. College staff cannot talk with parents and guardians about a student’s academic activities as was typical in K-12.
Special education services in high school are based on a student’s eligibility under one of the thirteen disability categories (i.e., specific learning disabilities, speech or language impairment).
Eligibility for reasonable accommodations in post-secondary institutions while also requiring a diagnosis is more importantly driven by the severity of the impact on a major life activity. This is why documentation for a post-secondary institution has to provide more information than just a diagnosis and must address the issue of severity of impact.
Documentation requirements may vary from institution to institution. Each institution has the right to establish its own guidelines for documentation requirements. Students will need to speak to each institution regarding their documentation requirements.
College students must structure and plan their own study time; colleges do not arrange study periods or provide time to do homework during classes.
Professors and classes may differ regarding attendance requirements, scheduling assignment due dates and exams. The student must study each professor’s syllabus for each class. Attendance may be considered an essential requirement of some courses and therefore not be subject to waiver or reduction.
Students with disabilities must take the initiative to identify themselves as a person with a disability. They must take specific action to request those accommodations for their disabilities and must provide verifying documentation such as psycho-educational test results, medical documents and doctor’s statements. The documentation must verify the disability, describe the extent/severity of the impairment and provide information regarding the functional impact of the disability, which supports the need for a specific accommodation.