For students with learning differences and disabilities there is an added layer of complexity to the excitement and anticipation of preparing for college, as the academic supports that were available to them throughout primary and secondary school will alter significantly when they arrive on campus.

The Individuals with Disabilities Education Act, established in 1990, provides K-12 students with an Individualized Education Plan (IEP) that outlines specific provisions tailored to their precise needs. Section 504 of the Rehabilitation Act of 1973 ensures civil rights protections for all individuals with disabilities in federally funded programs, providing a 504 plan that guarantees disabled students an equal opportunity to participate in sports and other extracurricular activities.

Both pieces of legislation exist to address the physical, medical, and cognitive needs that impact a child’s educational experience, and place the responsibility on school personnel to identify those with needs and then determine and provide the necessary accommodations. Although Section 504 continues to protect students from discrimination in college, they will not receive a 504 plan or IEP as they did in high school.

Obligations under Section 504 and the Americans with Disabilities Act ensure that individuals with disabilities have equal access to all campus programs, services, activities, and facilities. But the process for accessing these services and the extent of available accommodations vary among institutions, and students are expected to actively seek them out and advocate for themselves.

As adults, their responsibility for managing accommodation requests is protected under the Family Educational Rights and Privacy Act.

Finding resources requires that students reflect on their specific learning challenges, identify areas where they may need extra support, and directly contact the campus accessibility office at their institution. Some offices may require documentation, such as a previous IEP/504 plan or a letter of diagnosis from a licensed clinician.

Even without a formal diagnosis, some campuses like East Los Angeles College and Santa Monica College, offer free on-campus assessments for learning disabilities. Individuals might qualify for extended exam time, assistive technology, priority registration, accessible formats of textbooks, or tutoring services; in certain instances, they may be eligible to receive interim or short-term support through the appropriate on-campus office.

Offerings vary widely and are dependent on several factors that can change from institution to institution. Consistent across campuses, though, is an ongoing interactive process required by law to establish accommodations, starting with a formal meeting after enrollment.

Students must initiate the meeting by reaching out to their campus accessibility office. Open discussion about their needs, concerns, and expectations are necessary to effectively determine appropriate supports, and this dialogue should continue to adapt throughout a student’s academic journey depending on specific needs for various classes or roles.

While the formal accomodations process usually happens after the student has been admitted and enrolled in classes, some universities may offer informational sessions prior to enrollment that provide details about the accommodation process, what to expect, and how to prepare.

For example, the Office of Access and Equity at Appalachian State University created an informational webinar for admitted students focused on successful transition and connection to the office. And the Office of Accessibility at Fairfield University is partnered with the Office of Undergraduate Admission to offer information sessions for those admitted who want to learn more about the accommodations process.

The assistance a disability office provides can extend beyond academic reinforcement; they may offer guidance on campus accessibility, connect students with peer support networks, or recommend workshops on study skills and time management.

Disability support centers and staff play a crucial role in the experiences of students with disabilities. They bring attention to discrimination and ableism and promote campuswide initiatives to amplify the voices and prioritize the experiences of these students.

In 2022, the National Center for Education Statistics reported that approximately two-thirds of students who had a disability while attending college did not inform their institution.

Students who work with an accessibility office typically receive accommodations or academic support; however, many may not be aware of what is available or may feel uncomfortable divulging their needs due to concerns about being stigmatized. Building a relationship with accessibility staff can help students seamlessly transition and get the services they need to thrive throughout their academic career.

Navigating the college process with learning differences or disabilities demands careful preparation and understanding. George Marcopulos, lead learning disabilities specialist at Santa Monica College, told LAist that he encourages students to “become the expert in [their] own learning difference.” As colleges continue to acknowledge the unique needs of all students, including those with disabilities, they create increasingly inclusive environments where every person can achieve their full potential.