Information for Parents and Caregivers
The Disability Services Center (DSC) recognizes that parents and caregivers often play an active role in supporting students with disabilities throughout their K–12 education, including collaborating with school personnel to develop and implement accommodations. The transition to college, however, brings important changes in both the accommodation process and the student’s responsibilities.
At Gallaudet University, students are considered adults and are responsible for initiating the accommodation process. To receive disability-related accommodations, students must:
1. self-identify to DSC
2. provide appropriate documentation
3. actively participate in determining and implementing reasonable accommodations.
Parents and caregivers can best support this transition by encouraging students to register with DSC, communicate their needs, and take ownership of their educational experience.
Developing self-advocacy skills is an essential part of the college experience. Since many disabilities are lifelong, students benefit from learning how to describe their disability, articulate their access needs, and request appropriate accommodations independently. These skills prepare students not only for success at the University, but also for future employment and other postsecondary settings.
Unlike the K–12 system, where accommodations are developed collaboratively by school staff and families, the college accommodation process is student-driven. Students are encouraged to seek guidance and support from their families and may choose to share information about their accommodations. However, because of federal privacy laws and the University’s obligation to communicate directly with students, DSC will correspond with students—not parents or caregivers—regarding disability-related services and accommodations unless the student has provided appropriate written authorization.
Disability Accommodations: High School vs. College
In the U.S., disability accommodations and the implementation process are very different in high school as compared to college. In college, students are empowered to advocate for themselves. The chart below outlines the major differences.
High School |
College |
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The applicable laws are the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act. |
The applicable laws are the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. |
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IDEA is about success. |
The ADA is about access. |
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The school district is responsible for identifying a student’s disability and are required to pay for testing at no cost to the student or parent. |
Students must self-identify their disability to the university by registering with the Disability Services Center. The student or their parents are required to pay or find funding to pay an appropriate professional for an evaluation. |
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The school district develops Individualized Education Plans (IEPs) and 504 plans to define educational services. |
Universities do not develop or follow IEP or 504 plans, and these are not sufficient documentation when requesting services. |
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Documentation focuses on determining eligibility for services based on specific disability categories in IDEA. |
Documentation must provide information on specific functional limitations and demonstrate the need for accommodations. |
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Primary responsibility for arranging accommodations and modifications belongs to the school. |
Primary responsibility arranging accommodations belongs to the students and the process begins when the student registers with DSC. |
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Parents advocate for students. |
Students advocate for themselves. |
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Teachers are provided information about students’ disability by school psychologists, special education case managers, or other staff members. |
Students are expected to discuss the implementation of their accommodations with their professors at the beginning of the term or immediately after accommodations are established if the student registers with DSC mid-semester. |
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Fundamental modifications of programs and curricula may be required. |
Fundamental modifications of programs and curricula are prohibited. |
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Tutoring and study support may be a service provided as part of an IEP or 504 plan. |
Tutoring does not fall under disability services. Students with disabilities must seek out tutoring resources as they are available to all students. |
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The school must provide technology if it is part of the student’s IEP or 504 Plan. |
Students can request assistive technology from the University and if it is deemed a reasonable accommodation the University may agree to loan the equipment to the student per a contractual agreement. |
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Parents and teachers often remind students of their responsibilities and give regular guidance in setting priorities. |
Students must balance their own responsibilities and set priorities. Faculty, advisors, and other staff are available from which to request support and guidance |
Contact
- Parents and Caregivers
- Peet Hall | Basement Lobby
- dsc@gallaudet.edu
- (202) 448 - 7259
- (202) 250 - 2059
