Addressing Health Conditions and Physical Disabilities

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This article was first published in the October-November 2019 edition of Insights, the newsletter of the Independent Educational Consultants Association. 

Transitioning to college can present challenges for all students: living away from home for the first time and with roommates, finding their way around a largely unfamiliar campus, and navigating new social and academic interactions. But for students with health conditions and physical disabilities, additional calculations come into play when preparing to transition to college. Plus, information about obtaining accommodations for all aspects of college life (academic, housing, and dining) is less readily available for those with such conditions, meaning families and students simply may not know their options nor what to explicitly ask or advocate for. This article provides an overview of the specifics of the college accommodations process and offers tips on how Independent Education Consultants (IECs) can support students with health conditions and physical disabilities in approaching their college search.

Laws
First, we must be grounded in the laws that apply to college. Colleges are required to provide “reasonable accommodations” under the Americans with Disabilities Act (ADA). Section 504 of the Rehabilitation Act also applies to colleges, and it protects students with disabilities from discrimination on the basis of their disability. Additionally, the Fair Housing Act applies to students with disabilities seeking housing related accommodations.

It’s important to understand that students may not receive the same support services that they received in high school. Additionally, the role of parents in the process of advocating for their student is significantly diminished, meaning that the parents no longer have access to the student’s education records because of the The Federal Educational Rights and Privacy Act (FERPA). Parents can, however, be supportive of the student by encouraging the student to contact the Disability Support Office (DSO) to request accommodations.

Requesting Accommodations
In the college setting, students need to be able to request their own accommodations, provide documentation, and self-advocate. For many students the language of self-advocacy is new and can create a hurdle for the student in receiving support that may prove to be essential for success in college. Additionally, moving to campus may be the first time the student has lived away from their parents. When you have the additional challenges of medication/health care management and accessibility to consider, this adds a lot of extra pieces to the student’s transition.

Students with Health Conditions and Physical Disabilities  may have a 504 plan or an Individualized Education Program (IEP) that outlines the accommodations the student received in the high school setting. Some students with health conditions, which are sometimes “invisible disabilities” may not have disclosed their disability in high school. They may have been able to manage their condition in that environment (living at home, diet regulated, time management and parental oversight), and/or they were given “informal” accommodations by teachers and administrators (think: breaks during class, ability to use the bathroom as needed, passes to school’s wellness center/nurse’s office). Students with physical disabilities have a different set of considerations in the transition to college. They will need to apply extra scrutiny to schools to find a place that is accessible to them. In addition to any academic accommodations the student may need (notetaker, extra time, preferential seating, etc.) they may also need to consider the overall accessibility of the campus and pay close attention to campus housing and programmatic accessibility. Regardless of the student’s disability, if they are seeking accommodations in the college setting, they will need to follow the university process to request accommodations. Below I’ve outlined some examples of health conditions and physical disabilities that may require further transition support beyond typical accommodations:

Crohn’s’s Disease: A student with Crohn’s Disease may have been able to get informal permission to use the bathroom during class and exams in high school, but in college they would need to follow the university process for requesting accommodations to receive those accommodations or comparable reasonable accommodations. Additionally, they may want to consider the accommodations for housing (private bathroom) and connect with Dining Services to discuss food options on campus.

Migraine Disorder: A student with migraine disorder may have been able to miss classes, get extensions on assignments, and be allowed to have food/drink in classes and exams in high school. Those accommodations may not directly transfer to college as there may be certain technical requirements and attendance requirements that the student has to adhere to in college. Even if the student is granted the accommodation for extensions on assignments/flexibility in attendance, they will need to be able to self-advocate and communicate directly with professors.

Wheelchair User: A student who uses a wheelchair should connect with the Admissions department and the Disability Support Office before touring the school. They will need to ask about accessible campus routes and make sure the school can provide an accessible tour. Students will need to be specific in their accommodation needs beyond academic requests. Considerations should include: classroom furniture (accessible desk), ADA compliant housing, and accessible transportation. If the student needs a Personal Care Attendant to assist with bathing, toileting and daily needs, they will have to arrange for that independently.

Independent Educational Consultants and Support for Students
Preparation is key for these students. IECs can provide support in the following ways:

  • Ensure that the student researches the Disability Support Office at the school
  • Connect the student with the DSO to ask about the process for receiving accommodations
  • Empower the student to ask if the school will connect the prospective student with current students with similar conditions (the school would do this by contacting current students and getting their permission to connect with a prospective student)
  • Talk with the student about their needs
  • Ask the student about how they are currently managing their medical condition (appointments, medication, etc.)
  • Explore with the student how their needs may change in the college setting
  • Ensure that the student is thinking about the whole college experience, not just academics
    Assist the student in thinking about all of their needs. For example, if the student is living on campus, they may need housing and programmatic accommodations (clubs, sporting events, concerts, etc.)

With comprehensive transition planning, students with physical disabilities and health conditions can transition to, thrive in, and complete college successfully.

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