What Parents Need to Know About College Accommodations
Ryan Chernick, M.A.
Director of Accessibility Services
The transition from high school to college is a major milestone for students and for parents. For families of students with disabilities, this shift often comes with new questions about accommodations, support, and parental involvement. While the purpose of accommodations remains the same, ensuring equal access, the college process looks very different from what families may be used to.
How Accommodations Work in College
At most colleges and universities, students must take the lead in requesting accommodations. The process typically includes submitting a request form to the institution’s accessibility or disability services office, providing current documentation of a disability, and meeting with staff to discuss access needs and determine reasonable accommodations.
This individualized process is designed to fairly assess each student’s needs within a college environment. Unlike high school, accommodations do not automatically carry over, even if a student had an IEP or 504 Plan.
Key Differences from High School
One of the biggest changes for families is that colleges are not required to identify or reach out to students with disabilities. If a student needs accommodations, they must self-identify and formally register. Faculty or advisors may suggest reaching out for support, but the responsibility rests with the student.
Another important difference is how accommodations are used. Students are responsible for notifying instructors of their approved accommodations and deciding when to use them. Colleges do not require students to use accommodations, and instructors will not remind students to do so. If questions or concerns arise, students are expected to contact accessibility services directly.
College accommodations are designed to remove barriers to access, not to modify academic expectations. This can feel like a shift from high school, where some supports focused on promoting success through reduced workloads or modified instruction. In higher education, students demonstrate their knowledge under the same academic standards as their peers.
Parents: Your Role Is Changing and Still Vital
Perhaps the biggest transition is for parents.
In high school, parents are often deeply involved in coordinating services, communicating with schools, and managing schedules. In college, that involvement changes significantly. Federal privacy laws, such as FERPA and the ADA, limit what colleges can share with parents and how institutions can communicate without a student’s explicit permission.
These limits are not meant to shut parents out, they are designed to support student independence. College is a time when students learn to manage responsibilities, advocate for themselves, and navigate complex systems.
Parents remain essential sources of encouragement, perspective, and guidance. The most helpful support often happens behind the scenes: talking through options, helping students problem-solve, and encouraging them to reach out for support on their own. Starting this shift before college, by gradually handing off responsibilities in high school, can make a meaningful difference.
Supporting the Whole Student
Accommodations are only one part of a student’s overall support system. Most campuses offer academic coaching, tutoring, writing centers, and health and wellness services that help students build skills and manage the demands of college life.
By encouraging your student to use both accommodations and campus resources, you help them develop confidence, independence, and self-advocacy, skills that will serve them well beyond college.
The role of a parent may look different now, but it remains powerful. Supporting your student’s growth into an independent, capable adult is one of the most important parts of this next chapter.