This chapter highlights the crucial role of early communication with Accessibility Service Offices for neurodivergent students entering college. It discusses legal obligations of universities under the ADA and Section 504, the differences between IEPs and 504 plans, and encourages self-disclosure and proactive engagement from students. Additionally, it addresses the challenges faced by these students in using disability services while focusing on fostering independence and life skills during the transition to college.
Moving on from high school is a big transition — especially for students with ADHD who received accommodations because there are no IEPs in higher education. Learn about the process of getting disability services in college from Jillian Lillibridge Heilman, Ph.D.
College Accommodations: More Resources
Access the video and slides for podcast episode #513 here: https://www.additudemag.com/webinar/college-accommodations-adhd-neurodivergent-students/
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