Parent FAQ
What is my role as a parent of a college student with a disability?
Parents and family have spent their son’s or daughter’s lifetime being a key aspect of their child’s support system, and your support can continue. However, college is a time for your support to look very different. College students must be challenged in a way that produces growth and development. Appropriate parental involvement must take place within these boundaries and while keeping in mind the long term best interest of the emerging young adult. Such involvement as it relates to college life most often involves advising and encouraging your student as they grow and make their own educated decisions.
What are some of the other differences between disability services in high school and college?
While accommodations in high school and college both stem from addressing disability-related needs, the rationale for why accommodations are provided and what they are meant to address are very different. Please read “Receiving Accommodations in College FAQ” for more information about this.
Will I be able to speak with Student Accessibility Services staff about my child?
The Family Educational Rights and Privacy Act (FERPA) does not allow students’ academic information to be discussed without their permission, except amongst school officials with a legitimate educational interest. This means that SAS, by law, can only discuss a student's school-related issues with a parent once a student has signed a Release of Information consent form that lists the name, address, phone, and email of any parent and/or medical professional with whom the student grants SAS staff permission to speak. This Release can be revoked by the student, in writing, at any time.
Even if a student signs a release, SAS strongly encourages students to be aware of all information discussed with parents.
Can I request accommodations for my college student?
All requests for accommodations must come directly from the student.
My student has an IEP/504 Plan. Is that sufficient for registration and accommodation in college?
An IEP or 504 Plan addresses your student's needs in the K-12 educational program. However, colleges are very different in the information required and the accommodations that are available. While the IEP or 504 Plan may provide some useful information, additional information containing professional assessments and recommendations is required. Please refer to the Documentation Guidelines for disability-specific documentation requirements.
Will my student receive the same accommodations as in high school?
See “Receiving Accommodations in College FAQ”
How are accommodations determined?
Accommodations are individualized to address specific functional limitations resulting from a disability. Determinations are made by SAS staff after reviewing current, reliable documentation; meeting with the student; and evaluating the necessity and reasonableness of the request. Recommendations from the evaluator or provider are taken into consideration, however are not automatically granted as accommodations. In college, an accommodation request is not granted if it is deemed to alter the academic program/expectations or compromise the integrity of the class.
What is the process for requesting accommodations at Connecticut College?
Students can access the procedures and guidelines for requesting reasonable accommodations at the SAS website section "New Students." The site includes the link to register online. After the application and documentation have been submitted, the materials will be reviewed. The student will then be contacted to meet with the SAS Director to discuss disability-specific needs and possible accommodations. The request then goes to the Accommodation Review Committee. The student will be notified by email of the registration status and any approved accommodations. The student must then request Faculty Notification Letters online each semester.
Since students are now responsible for their educational planning, what are some self-advocacy skills my child should develop?
SAS strongly encourages students to develop these self-advocacy skills:
- Understanding Your Disability: A student should be able to articulate what his or her disability is.
- Communicating Disability: A student should be able to describe how the disability limits his or her functioning (functional limitations). A student should also be able to express some ways that he or she could be accommodated.
- Being Proactive: A student should provide acceptable documentation to SAS and request accommodations. A student should learn to work collaboratively with instructors to ensure his or her effective use of accommodations. A student should also be able to identify if his or her accommodations are not being met.
SAS will work with students to help them be effective advocates for their needs.
Does SAS provide tutoring or learning specialist support services?
Tutoring and learning specialist support are available to all Connecticut College students; no accommodation is required for the use of these services. To arrange for these services, students should contact the Academic Resource Center.