College Accommodations

In my work supporting families of students with disabilities, I sometimes get questions about 504 plans for post-secondary education. One family I’m working with right now is deep in that transition. Their daughter, a bright and determined student with ADHD and anxiety, just graduated from high school and is preparing to head to college in the fall.

Her parents were surprised to learn that her 504 plan won’t go with her.

It’s a common misunderstanding and an important one to clear up.

Section 504 of the Rehabilitation Act of 1973 still applies in college. It continues to protect students from discrimination based on disability. However, the 504 plan itself—the document created and followed in high school—doesn’t transfer. Colleges have their own systems and processes for providing accommodations, and they rarely, if ever, use the term “504 plan.”

This shift can feel jarring. In high school, supports are often built into the school day, coordinated by staff, and backed by regular communication with parents. In college, things work differently. Students must take the lead in requesting accommodations, submitting documentation, and following through with professors or the disability services office. Requirements for documentation can also vary widely from one institution to another.

In other words, self-advocacy becomes essential.

That’s why I encourage the families I support to begin preparing before high school ends. For students, this means learning to articulate their needs, understanding their learning or thinking differences, and gradually taking more ownership over their education. One powerful way to build this skill is to have students attend their IEP or 504 meetings and even include self-advocacy goals in their plans.

For parents, the transition can feel like a loss of visibility and control. Colleges are not allowed to share information, including grades or progress reports, with parents unless the student gives explicit permission. This means you might not know how your child is doing unless they choose to keep you in the loop.

I often encourage families to talk about this openly. Would it help if your child authorized the college to share updates with you, at least for the first semester or year? These are the kinds of conversations that help make the transition smoother, not just logistically, but emotionally as well.

The family I mentioned earlier is working through all of this right now. They are gathering updated documentation, helping their daughter write a self-advocacy letter to her new professors, and figuring out how much parental involvement feels supportive versus intrusive. It's not easy, but it’s doable.

As an advocate and a parent myself, I know how challenging this shift can be. But I also know how empowering it is for students when they’re given the tools and confidence to advocate for themselves.

If you’re facing this transition or will be soon, you’re not alone. Reach out. Ask questions. There’s a community here, and we’re in it together.