Reality Check: College Accommodations, Learning Disabilities, and Why Colleges Won't Call You
Reality Check: College Accommodations, Learning Disabilities, and Why Colleges Won't Call You
By Chelsea Quann, MS, LEP, PPS, licensed educational psychologist (#4640)
Due to federal privacy laws, colleges won’t proactively call parents if a student with learning disabilities starts failing classes or missing assignments. While high schools actively monitor student success through dedicated case managers, universities expect students to independently manage their coursework and apply for their own college accommodations. Below, we explain this shift, why your student must become their own chief advocate, and how you can stay connected without hovering.
The FERPA Reality: Why You Won't Get a Phone Call
The silence from the university can be jarring for parents who have weathered a decade of IEP meetings and teacher emails. Once your child steps onto a college campus, they are legally treated as an independent adult.
The Family Educational Rights and Privacy Act (FERPA) is a federal law that prohibits universities from sharing a student's academic or accommodation records with parents. Because of FERPA, your student's professors and the disability services office cannot legally speak to you without a signed waiver.
Is a FERPA Waiver the Ultimate Solution?
Some parents believe that having their student sign a FERPA release waiver will solve the communication gap, assuming it will prompt the school to call them if trouble arises. However, a FERPA waiver only gives the college permission to speak with you; it does not obligate them to do so.
Even with a signed waiver, disability coordinators and professors are not actively tracking your student's daily attendance or assignment completion. Furthermore, many college accessibility directors mandate that even with a waiver, they will only discuss accommodations if the student is present in the meeting. Intruding too deeply into this process can unintentionally send the message that you do not trust your emerging adult to handle their own affairs.
How Students with Learning Disabilities Actually Get College Accommodations
In K-12 education, the Individuals with Disabilities Education Act (IDEA) is an entitlement law. This means public schools are legally required to identify your child's needs and ensure their academic success.
At the postsecondary level, the legal framework shifts entirely to civil rights laws, specifically the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. These laws do not guarantee academic success. Instead, they mandate equal access by providing reasonable college accommodations to remove discriminatory barriers.
The Student as Chief Advocate
Colleges do not seek out students who need help. The student must take the initiative to self-disclose their learning disabilities and proactively request support.
Students are responsible for:
- Locating the disability services office and completing the intake application.
- Providing an updated, comprehensive psychoeducational evaluation that documents their specific functional limitations.
- Requesting specific college accommodations, such as extended test time, note-taking technology, or reduced-distraction testing environments.
- Delivering accommodation letters to their professors and arranging testing logistics.
The "3-C Connection Framework" for Parents
I've run hundreds of psychoeducational assessments for college-bound students. The parents who successfully navigate this transition use what I call the 3-C Connection Framework to stay engaged without overstepping.
- Change to a Consultant Mindset: In high school, you were the "CEO" of your child's education. In college, you must become a "Consultant". Offer advice and support, but require your student to execute the tasks—like making their own appointments or sending emails to professors.
- Clarify Expectations: Do not assume your student knows how to manage unstructured college time. Before move-in day, set a mutually agreeable communication schedule. Agree on a specific day of the week or month to call and discuss how classes are going, preventing the need for daily, anxiety-driven check-ins.
- Check the Portal (Together): Since professors won't email you progress reports, teach your student how to routinely check the college's online learning management system for their grades. Sit down with them and review the portal together during the first few weeks, eventually fading your presence as they build the habit.
As a California-licensed Educational Psychologist, I specialize in providing board-ready psychoeducational evaluations for students seeking university-level college accommodations. I have sat across from countless parents who are terrified to let go of the reins. I want you to know that the shift to university independence is challenging, but enduring these safe tumbles builds the resilience your student needs. Ensuring they have the right diagnostic baseline and understanding the system empowers them to advocate for themselves confidently.
FAQs about College Accommodations and Learning Disabilities
Will my child's high school IEP transfer to college?
No. IEPs and 504 plans legally expire when a student graduates from high school. While an old IEP can show a history of support, colleges typically require an updated psychoeducational evaluation to officially grant college accommodations.
Can colleges grant assignment deadline extensions for learning disabilities?
Assignment extensions are rarely approved as a standard accommodation for learning disabilities or ADHD. Colleges consider meeting deadlines an essential academic requirement and expect students to manage their time independently.
Do professors know my student's specific diagnosis?
No. Disability records are strictly confidential. The letter of accommodation provided to professors will list the approved supports (e.g., 50% extended time), but it will not disclose your student's specific diagnosis.
About the Author: Chelsea Quann, MS, LEP, PPS, is a licensed educational psychologist (#4640) specializing in cross-battery psychoeducational assessments for college transitions and high-stakes testing accommodations. Learn more at www.blueprintevaluations.com.
