High School Seniors
Already completed your Â鶹´«Ã½ application? Great job!
DSPS Steps to Success
Check out for everything you need to know to get started!
Transition to College
Dual Enrollment or High School Enrichment
- High school students taking a Dual Enrollment or High School Enrichment college class are considered to be SCCCD students regardless of their status at their high school.
- A high school IEP or 504 plan alone does not determine eligibility to receive academic accommodations in community college courses.
- In order to become eligible for academic accommodations in a college course, students must:
- Self-identify as a student with a disability
- Apply to the DSPS program through the
- Upload a copy of the student's most recent IEP and Psychological report or, 504 plan (including diagnosis)
- Request accommodations
- Meet with a DSPS counselor to develop an Academic Accommodation Plan (AAP)
- Email a Faculty Notification Letter (FNL) of agreed-upon accommodations to their college course instructor(s) through their AIM student portal.
Follow up
After you submit your AIM application and all required documentation, a DSPS staff member will contact you to schedule your intake appointment. Contact us at 559.442.8237 if you have any questions regarding your application status.
For additional information
stephanie.salazar@fresnocitycollege.edu
Phone voice/TDD: 559.442.8237
Fax: 559.499.6038
Video: 559.478.2756
Differences Between High School and College for Students with Disabilities
One key step to a successful transition from high school to college is to anticipate and be prepared for the differences between the two settings. Following are some of the differences that you can expect.
Applicable Laws
| High School | College |
|---|---|
| I.D.E.A. (Individuals with Disabilities Act) | A.D.A. (Americans with Disabilities Act of 1990) |
| Section 504, Rehabilitation Act of 1973 | Section 504, Rehabilitation Act of 1973 |
| I.D.E.A. is about SUCCESS | A.D.A. is about ACCESS |
Required Documentation
| High School | College |
|---|---|
| I.E.P. or 504 plan (Individualized Education Plan or 504 plan) | High School I.E.P. and 504 plans may not be sufficient. Documentation guidelines specify information needed for each category of disability |
| High school provides evaluation at no cost to student | Student must get evaluation at own expense |
| Documentation focuses on determining whether student is eligible for services based on specific disability categories in I.D.E.A. | Current documentation must provide information on specific nature of disability, functional limitations, and demonstrate the need for specific accommodations |
Self-Advocacy
| High School | College |
|---|---|
| Student identified and is supported by parents and teachers | Student must self-identify to DSP&S |
| Primary responsibility for arranging accommodations belongs to the high school | Primary responsibility for self-advocacy and arranging accommodations belongs to the student |
| Teachers approach you if they believe you need assistance | Instructors expect you to initiate contact if you need assistance |
Parental Role
| High School | College |
|---|---|
| Parent has access to student records | No access to student records without student's written consent |
| Parent advocates for student | Student advocates for self |
Instruction
| High School | College |
|---|---|
| Teachers may modify curriculum and/or alter pace of assignments | Instructors are not required to modify curriculum design or alter assignment deadlines |
| Students are expected to read short assignments that are then discussed, and often re-taught, in class | Students are assigned substantial amounts of reading and writing which may not be directly addressed in class |
| Students seldom need to read anything more than once, and sometimes listening in class is enough | Students need to review class notes and text material regularly |
Grades and Tests
| High School | College |
|---|---|
| I.E.P. or 504 plan may include modifications to test format and/or grading | Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. How tests are given (extended time, test proctors) are appropriate academic adjustments when support by disability |
| Testing is frequent and covers small amounts of material | Testing is usually infrequent and may be cumulative, covering large amounts of material |
| Makeup tests are often available | Makeup tests are rarely an option, without permission from instructor |
| Teachers often take time to remind you of assignments and due dates | Instructors expect you to consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, due, date, grading, etc. |
Study Responsibilities
| High School | College |
|---|---|
| Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan | Tutoring is not considered an academic adjustment or accommodation. Students with disabilities must seek out tutoring resources as they are available to all students |
| Student's time and assignments are structured by others | Students manage their own time and complete assignments independently |
| Students may study outside of class as little as 0 to 2 hours a week, and this may be mostly last-minute test preparation | Students need to study at least 2 to 3 hours outside of class for each hour in class |
