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If you had an IEP or a 504 plan, you still have rights in college — but the rules change and nothing carries over by itself. You have to ask. Here’s exactly how, so you don’t lose support you’re entitled to.
You don’t lose your rights — they just work differently
The big shift: in high school the school finds you and sets things up. In college, the support is there by law, but it starts when you ask. Do it early and it’s usually straightforward.
| High school | College | |
|---|---|---|
| The law | IDEA — the school must find you and provide an IEP/504. | ADA & Section 504 — equal access, but you must ask for it. |
| Who starts it | The school identifies needs and sets things up. | You do. Nothing happens until you register with the disability office. |
| The plan | An IEP or 504 plan, updated for you each year. | An accommodation letter from the Disability Resource Center (DRC) you share with professors. |
| Parents | Parents are part of every meeting. | It’s your job now — FERPA makes you the one in the room. |
| Documentation | The district pays for evaluations. | You provide documentation; a re-evaluation, if needed, may be on you. |
| What changes | Curriculum can be modified; you get extra support classes. | Access is leveled (extra time, formats), but the course itself isn’t watered down. |
Is your paperwork ready?
Check what you already have. We’ll tell you whether you’re ready to register — nothing is stored.
Start here first
Start by getting the essentials — a professional diagnosis and a description of how it affects you in school. Your campus disability office can tell you exactly what they accept, and can sometimes help you get evaluated.
In Arizona: At ASU it’s the Disability Resource Center (DRC), at the University of Arizona the Disability Resource Center, and at NAU Disability Resources — plus every Maricopa and Pima community college has one. Search “[your school] disability resource center” and reach out before your first term.
Common, reasonable accommodations — bring this list to your first meeting.
Extended time on exams
Usually 1.5× or 2×, in the testing center.
Reduced-distraction testing room
A quiet, separate space for tests.
Note-taking support or lecture recording
A peer note-taker, smartpen, or permission to record.
Accessible / alternate-format materials
E-text, screen-reader files, captions, large print.
Priority class registration
Pick times that fit medical or access needs.
Flexibility on attendance or deadlines
Where reasonable for a disability that flares.
Housing accommodations
Single room, accessible unit, emotional-support animal.
Assistive technology
Text-to-speech, speech-to-text, and more — often free on campus.
General guidance, not legal advice — each school’s disability office sets its own documentation rules. Always contact them directly; they want to help you get access.