Prospective SDR Information

A prospective student is defined as one who is:

  • Entering Penn State as a freshman.
  • Transferring from other colleges or universities.
  • Currently enrolled in courses, but not receiving academic adjustments, auxiliary aids and/or services.

我们理解 向大学的过渡 from high school can feel confusing. It’s imperative that students with disabilities entering college understand the changes in processes and their rights and responsibilities moving from K-12 education to a postsecondary (college) education, as well as the rights and responsibilities afforded by the university. A well-informed student will enjoy the benefits of the postsecondary education experience without confusion or delay. We encourage prospective students with disabilities to contact or visit the Student Disability Resources office as soon as possible, ideally junior or senior year of high school, to discuss academic accommodations at the college level. 我们编制了一个 list of resources to help you through this transition 除了一个 不同年级的清单 beginning with ninth grade. 

There is often a misconception from students entering college and their parents that postsecondary schools have the same responsibilities to provide reasonable accommodations for students with disabilities. While there are some similarities, the responsibilities of postsecondary schools are significantly different from those of schools at the K-12 level. Also, the responsibilities of students with disabilities are significantly different as well. 美国.S. Department of Education provides a 有用的指导 explaining the differences between high school and college accommodations to help students with this transition. Some of the key differences are outlined below: 

 

区域

高中

大学

适用的法律

IDEA (Individuals w/Disabilities Education Act): 享有服务的权利 通过免费 & Appropriate Public Education, 重点在于 成功. 

ADA Amendments Act of 2008 & 康复的行为: 必须 符合条件的 对于服务，重点在于 访问. 

父母的角色

Parents have 访问 to student records and can participate in the accommodation process. 

Parents do not have 访问 to student records w/o student’s written consent. Parent is not part of the accommodation process. 

文档

IEP (Individualized Education Plan) or 504 Plan. 

Specific guidelines for each category of disability. Must include current functional limitations. 

宣传

The school is responsible for identifying and evaluating students with disabilities and arranging accommodations. 

Students must self-identify to the SDR Office, are responsible for self-advocacy, and arranging accommodations.  

研究

Tutoring and study support may be a service provided under an IEP or 504. 

Tutoring does not fall under SDR. Tutoring resources are available to all students. 

Both parents and students experience a transition at the college level. A parent's role shifts to a subtle hand of guidance when it comes to the process involved in the student's education. The best way to prepare your child for this process is to foster independence through building their self-advocacy and self-determination skills. If your child receives services in high school, we suggest allowing them to advocate for themselves during IEP/504 meetings including discussing their disability and needs in the classroom from junior year forward. By their senior year they should be speaking for themselves during these meetings. Your role is to help your child feel empowered and informed in disclosing their disability if they wish to do so. 了解更多关于 parents' role in the reasonable accommodation process. 

额外的资源 

宾西法尼亚 Office of Vocational Rehabilitation (OVR) application instructions - [PDF] 

宾西法尼亚 Office of Vocational Rehabilitation (OVR) online application