- My Quick Links
- You have no saved Quick Links
- Is the testing that was done for my child in elementary school or high school adequate to receive accommodations and/or services at the college level? Is the IEP or 504 plan that covered my child in high school sufficient documentation for college?
- How can my son or daughter have accommodations and how are these determined? Will my son or daughter receive the same accommodations and services they received in high school?
- Who can I talk to if I am concerned about my son or daughter?
- I had regular (weekly, monthly, etc.) communication with my child’s teachers when he/she was in high school. Can I get updates on my child’s status in his/her classes from professors or DRES staff?
- What can I do now to help my child prepare for college?
Is the testing that was done for my child in elementary school or high school adequate to receive accommodations and/or services at the college level? Is the IEP or 504 plan that covered my child in high school sufficient documentation for college?
The IEP or 504 plan that was used for your child in high school does not apply to the college level. More comprehensive and current information is necessary. Please refer to our Documentation Requirements page for information on how we verify the nature and extent of the disability.
How can my son or daughter have accommodations and how are these determined? Will my son or daughter receive the same accommodations and services they received in high school?
In order for your son or daughter to receive accommodations at U of I, he or she needs to register with DRES. Our Applying for Services page has an introduction to the process and the Application for Services can be filled out online.
Once your student is registered, he or she will be contacted by a case manager and asked to make an appointment to discuss services and accommodations. Accommodations are determined on a case by case basis depending on the functional limitations of that student's disability (ie., reading, walking) and the course requirements. Some times the accommmodations are similar to what was received in high school. For example, extended time on tests. However, some accommodations that are provided at the high school level are not appropriate for the college level. For example, modified currriculum where the student only has to complete 10 problems for homework instead of 20. Accommodations provide access to the curriculum but do not change the curriculum. The curriculum is set by the individual instructor. DRES focus is how the student can access that curriculum and be able to demonstrate what he or she knows.
Who can I talk to if I am concerned about my son or daughter?
You may contact your son's or daughter's resource facilitator (case manager) at DRES who can listen to your concern, make recommendations and refer you to another University office for assistance, if appropriate.
I had regular (weekly, monthly, etc.) communication with my child’s teachers when he/she was in high school. Can I get updates on my child’s status in his/her classes from professors or DRES staff?
Since your son or daughter will be considered an adult in college, professors do not usually communicate with a student's parents. DRES staff does not routinely contact faculty to check the status of the DRES student in their class. Typically, DRES staff only contacts faculty if the student requests it.
What can I do now to help my child prepare for college?
Help your child to understand his/her disability and why he/she uses accommodations. This information will be essential when they meet with DRES staff to write a Letter of Accommodation, which outlines the accommodations they will need in their classes. In collaboration with his/her teachers, help your child to practice self-advocacy by approaching teachers to let them know what accommodations are needed. Your son or daughter will need to be prepared to bring their Letter of Accommodation to their instructors and discuss their accommodation needs. On a case by case basis, if effective communication with faculty is problematic due to the effects of a disability, DRES staff will work with that student to determine a reasonable solution. Good study skills and reaching out for assistance (from professors, DRES staff, etc.), when needed, are also important for a successful college experience.