Will My 504 Plan or IEP Transfer to College? Here’s What to Know.
Ryan Chernick, M.A.
Director of Accessibility Services
The short answer is no, these plans do not “transfer” to college. That is to say, there is no system in place to automatically replicate the accommodations or services students received in high school. Can students get some of the same accommodations they had previously? Yes! Could the entire plan be replicated? Maybe. But it’s not as simple as, “Give us your IEP, and we’ll make it happen.”
Now, the slightly longer answer requires us to understand three laws: the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and the Rehabilitation Act of 1973, specifically Section 504.
The IDEA is where public K–12 schools receive their legal mandate to provide a Free Appropriate Public Education (FAPE) to all eligible children with disabilities. It’s also where schools receive the framework for creating an Individualized Education Program (IEP).
Section 504 of the Rehabilitation Act prohibits disability-based discrimination in programs receiving federal education funds. Schools must provide reasonable accommodations to ensure equal access. In this context, the ADA provides similar protections to Section 504, with additional coverage for private entities.
Of these three laws, the IDEA is the only education-based law, providing specific steps and guidelines for supporting students’ educational needs. Section 504 and the ADA are civil rights laws; they state that accommodations should be implemented when needed to remove barriers to access, but that no fundamental alterations should be made to an educational program.
So why don’t 504 Plans and IEPs transition to college? For IEPs, it’s simple: the law only covers K–12 education. Additionally, IEPs can go beyond the mandate of access by providing additional support services, resources, and sometimes different academic standards than peers. Colleges are not obligated to provide these under the ADA or Section 504.
504 Plans, in principle, are closer to what a college student might receive, since their focus is solely on access. However, they still do not transfer automatically because colleges are required to conduct their own evaluation of a student’s disability status and need for accommodations. What might be deemed “necessary” for a high school student may not be the case for a college student. Each university is obligated to review students individually to determine what is appropriate and necessary.
It’s not just 504 Plans and IEPs, though, this is the same process for transfer students. That’s right: even if you already receive accommodations at another college and transfer to Capital, you will still need to go through this process. Even though the laws are the same and nothing has changed with your condition, the way one disability services provider interprets documentation may differ from another. Colleges also have varying levels of leniency. Some follow the letter of the law, granting only accommodations that are absolutely necessary for equal access, while others may take a more flexible approach.
This is why it’s so important that students planning to seek accommodations in college make time to meet with their prospective school’s Disability/Accessibility Services office.
With all that being said, 504 Plans and IEPs can be extremely helpful documents when requesting accommodations from a college. They can provide valuable information about a student’s academic history and disability-related needs. At Capital, they can be used as official documentation. While they do not “transfer,” they can still be helpful and, for some students, serve as a strong starting point for a new accommodation plan.
To Review
- 504 Plans and IEPs do not automatically transfer to colleges
- Every college is required to conduct its own evaluation of a student’s request for accommodations
- Students should inquire with each prospective school about that institution’s specific process
A Note for Students and Families
For students, it’s important to be prepared for the changes in laws, policies, and expectations that come with college. You will be asked to take a more active role in understanding your accommodations, communicating your needs, and advocating for yourself. This shift can feel unfamiliar at first, but it’s also an important step toward independence and self-advocacy.
For parents and families, this transition often looks different, but it can be just as significant. Sending a student to college is bittersweet, and for families of students with disabilities, it may also mean a shift in role. You may have attended countless IEP meetings, worked closely with administrators on 504 Plans, and served as your student’s primary advocate. In college, that responsibility gradually moves to the student, and families often step into a more supportive, behind-the-scenes role.
Students with disabilities want the same things from their college experience as their peers: independence, meaningful connections with classmates and faculty, and the opportunity to pursue their academic and professional goals without unnecessary barriers.
It is Capital’s responsibility as an institution of higher learning to partner with students to identify and remove those barriers, ensuring equitable access to the full educational experience.