The transition from high school to college is a major shift—especially for students with disabilities. If you’re wondering how to get disability accommodations in college, this post walks you through the essential steps, timing, and mindset shifts that students and parents need to succeed.
This guide is part three of our 12-week summer series on college transition planning for students with learning disabilities, ADHD, and mental health conditions. It covers what paperwork is required, how to navigate the system, and how to ensure your student receives the support they need—legally and practically.
College Accommodations Are Not Automatic
One of the most important differences between high school and college is that accommodations are not automatically carried over. IEPs and 504 Plans from high school do not transfer to college. That’s because colleges follow different laws—primarily Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA)—which require students to self-disclose and request support.
In high school, schools are responsible for identifying students with disabilities. In college, it’s the student’s responsibility to take the first step.
Step-by-Step: How to Request College Accommodations
Step 1: Research the School’s Disability Services Office
Before your student even picks a college, it’s a good idea to research how each school handles disability services. Start by searching the school’s website for terms like:
- “Office of Disability Services” (ODS)
- “Accessibility Services”
- “Accommodations for disability”
- “Disability documentation”
You’ll want to find out:
- What the office is called at that institution
- Where it’s located
- Who to contact for specific disability types (mental health, learning disabilities, etc.)
- What documentation is required
- When and how to apply
Ask your admissions counselor for direct links if you’re unsure.
Step 2: Wait Until Acceptance to Submit Your Application
Most schools only allow students to apply for accommodations after they’ve been officially accepted. So after your student is accepted to a school—even if it’s a second or third choice—it’s worth going through the accommodations process.
Why? Because practicing this process helps students learn how to describe their needs clearly and advocate for themselves in a real-world setting. This can be especially valuable for students with hidden disabilities like ADHD or anxiety, who may struggle to explain their needs.
Step 3: The Student Must Initiate the Request
Once accepted, the student—not the parent—must initiate the request for accommodations. That means sending an email from their own email address (not the parent’s) to the disability office.
The email should say something like:
“Hi, I’ve been accepted and would like to begin the process to request accommodations for my disability. Could you please let me know the next steps?”
This email will usually prompt a reply with a link to a form or portal. The student will be asked to fill out a form describing their disability, the accommodations they’re requesting, and submit documentation.
Step 4: Submit Documentation
Documentation is usually a formal diagnosis from a licensed professional, such as:
- A psychoeducational evaluation
- A letter from a treating therapist or psychiatrist
- A medical report
Be sure to check the school’s specific requirements—some colleges are strict about how recent or comprehensive documentation must be.
Step 5: Meet with the Office of Disability Services (ODS)
This is where the student meets with a disability services professional to discuss:
- Their disability
- Functional limitations
- Barriers they face in college
- Requested accommodations
The student must clearly describe why the accommodation is needed and how it relates to their disability. It’s not enough to say, “I had this in high school.” The student must articulate the connection between their condition and the barrier the accommodation removes.
Understanding the Eligibility Process
The meeting with the ODS is an eligibility determination—not a guarantee. To be eligible for accommodations, the student must:
- Have a diagnosed disability from a qualified provider
- Experience current functional limitations that significantly impact major life activities (e.g., learning, concentrating, attending class)
- Show that the requested accommodations directly address those limitations
The ODS staff are not just gatekeepers—they are also there to help students understand their needs and determine what’s reasonable.
Modifications vs. Accommodations: Know the Difference
One of the most common misconceptions is confusing accommodations with modifications.
- Modifications (like fewer test questions or altered assignments) do not happen in college.
- Accommodations (like extended time, distraction-reduced testing, or note-taking support) are allowable if they are reasonable and don’t fundamentally alter course requirements.
Your Rights and Responsibilities After Approval
Once accommodations are approved, your student has a legal right to receive them—but there are still responsibilities:
- Know how each accommodation is implemented. For example, how are notes delivered? How do you schedule a test with accommodations?
- Follow procedures. Testing accommodations often require advance scheduling.
- Check in regularly. Ask the disability office: “What do I need to do next semester?” or “How do I renew these accommodations?”
Each accommodation may come with different processes or timelines. Clarity upfront will prevent confusion later.
Collaboration Is Key: ODS Is Not Customer Service
It’s important to understand that the Office of Disability Services is there to help the college meet its legal obligations. Their job is to ensure the school complies with Section 504 and the ADA—not to provide customer service.
That said, many ODS professionals are compassionate, supportive, and committed to student success. Encourage your student to approach the conversation collaboratively—not as a demand, but as a discussion about needs and barriers.
Tools to Help You Through the Process
Don’t forget to download the free accommodations request checklist [insert link]—a valuable tool to keep your student organized and on track.
You may also want to check out my book on how students can confidently talk about their disability and advocate for their needs in college. Click the button below to learn more. These tools work together to give students the language, structure, and confidence they need throughout the 12-week transition process.
Final Thoughts
Requesting accommodations in college is not just paperwork—it’s a skill set. By doing the prep work, clearly describing their needs, and understanding how the process works, students can receive the support they need without delay.
Stay tuned for next week’s post in our 12-part summer college transition guide. If you haven’t already, grab your free checklist and start prepping now.
