Transition from high school

Important Information

The ACCESS Center is currently open.  Please contact us using either your assigned advisor's individual contact information below, or if you have not yet been assigned an advisor you may call or email the main office. 

Students needing to schedule appointments with an advisor can schedule with their individual advisor or call our front desk to make an appointment.  Appointments can be scheduled for video conference calls or an in-person meeting depending on your advisor.


Important Dates:

December 24-25 - Office Closed, University Holiday

December 28, 29, 30 - ACCESS Center office open, limited staffing

December 31-January 1 - Office Closed, University Holiday

January 4 - First day of class, Winter Term

January 18 - Office Closed, University Holiday

January 22 - Last day of class and Final exams, Winter Term

February 1 - First day of class, Spring Term

May 7 - Last day of class, Spring Term

May 10-14 - Final exams, Spring Term

Differences Between High School and College Disability Services



High School

Individualized Education Plan (IEP) and/or 504 Plan provided at no cost


IEP and 504 are not sufficient. Documentation guidelines are provided based on each category of disability, and the evaluation comes at student's own expense.


High School

The student is identified by the school with input from parents and teachers. Teachers will intervene if they believe the student needs accommodations provided. 


The student must self-identify to Disability Resource Services and are responsible for initiating the accommodation process. Students are expected to communicate the need for assistance.

Parental Involvement

High School

Parents have access to student records and can be apart of the accommodation process.


Parents do not have access to student records without the student's consent, and the student is expected to advocate for self.

Classes and Instructors

High School

Teachers may choose to modify curriculum or assignments. Students are given short reading assignments and class participation is usually satisfactory enough to learn the material.


Professors are not required to modify their curriculum or deadlines. Students will be assigned substantial reading assignments that may include information that is not reinforced in the classroom.

Grades and Exams

High School

Modifications to a test format may be available. Testing usually covers small amounts of material frequently with makeup tests available. Students are given numerous reminders of assignments and deadlines.


Modifications to an exam format is usually unavailable. Accommodations such as extended time, noise-reduced environment, or enlarged font can be provided with support of professional documentation. Exams are infrequent and cover large quantities of information and make-up exams usually are not an option. The course syllabus identifies when assignments are due because professors often will not provide reminders during class.

Study Skills

High School

Tutors may be part of services provided through an IEP or 504 plan. Minimal study time is required for tests and students can often study the night before or day of the exam.


Professors will announce if tutors are available for the class. On average students need to spend about 2-3 hours of studying outside of the classroom for every 1 hour in the classroom. Students need to manage time and study material after each lecture so they do not fall behind. Exams cover too much information to cram into studying a day or two before an exam.