• Extended time on exams (50% or 100%) — most common accommodation; requires documentation of attention and processing impact
• Distraction-reduced testing environment — separate room or low-stimulus testing center; often the most impactful accommodation
• Permission to take breaks during exams — timed breaks that don't count against exam time
• Priority registration — register early to secure optimal schedules (e.g., avoiding 8am classes when sleep dysregulation is documented)
• Recorded lectures / lecture capture — re-watch lectures to compensate for attention lapses during class
• Note-taking assistance — peer note-takers, professor notes, or smart pen loans
• ADHD coaching — many schools (Cornell, UPenn, Northeastern) offer specialized ADHD academic coaches through the DSO at no extra cost
• Assignment deadline flexibility — not always granted automatically; requires strong documentation and specific professor approval

• Extended time on exams — typically 1.5× or 2×; reading with assistive tools takes significantly longer
• Text-to-speech software — Kurzweil, NaturalReader, or built-in tools for all course readings and materials
• E-text / digital textbooks — accessible formats of all course materials; request early, as conversion takes time
• Foreign language substitution or waiver — available at many schools including BU, UNC, Tufts, UA, UCONN; requires documentation of language-based LD
• Spell-check and grammar tools — permission to use tools on written exams where they would otherwise be prohibited
• Speech-to-text for writing — Dragon NaturallySpeaking and similar tools for written assignments
• Proofreading assistance — writing center access for grammar/mechanics support (not content editing)

• Priority accessible housing — elevator access, roll-in shower, first-floor assignment, wider doorways; request immediately after committing
• Accessible parking permit — campus-specific permit, separate from state-issued handicap plates
• Alternative exam location — accessible room when the standard exam location is physically inaccessible
• Scribe for exams — if handwriting is not possible due to fine motor challenges
• Speech-to-text software — for written assignments when fine motor limitations affect typing
• Accessible campus transportation — shuttle priority, golf cart access, or paratransit coordination
• Personal care assistant coordination — university can assign a dedicated housing room for a live-in PCA
• Reduced course load with full-time financial aid status — critical if stamina or pain levels are affected; requires specific documentation

• Single room housing — one of the most commonly requested ASD accommodations in college; sensory and social privacy needs
• Quiet / sensory-reduced testing environment — separate from standard extended-time rooms; reduced lighting and sound
• Advance notice of schedule changes — professors can be asked to provide advance warning of any class format or schedule changes
• Written instructions — for assignments, exam formats, and expectations to reduce ambiguity
• Extended time — for processing speed, not just attention; applies to reading, writing, and response formulation
• ASD-specific support programs — UCONN Transition to College, UCLA PEERS, Marquette, William & Mary, and others have dedicated ASD support beyond standard DSO services
• Social skills support groups — offered through counseling centers or DSOs; often free of charge

• Sign language interpreters — for all classes, labs, meetings, and university events; request at least 2–4 weeks in advance
• Real-time captioning (CART) — live text captioning of all spoken content; an alternative to interpreting for some students
• Captioned videos — all course media must be captioned; faculty must comply under ADA
• FM systems / hearing loop — assistive listening devices for large lecture halls
• Note-taking assistance — when using an interpreter, students cannot simultaneously take notes
• Preferential seating — front of class or position with clear sightlines to interpreter and instructor
• Gallaudet University and NTID at RIT — specialized institutions with full Deaf culture and ASL support environments; highly recommended for many Deaf/HH students

• Screen reader access — JAWS, NVDA, VoiceOver; all course materials must be provided in accessible digital format
• Braille course materials — textbooks, handouts, and exams in Braille; request conversion early, as it takes weeks
• Large print — for low-vision students who do not use Braille
• Magnification software — ZoomText and similar screen magnification tools
• Extended time on exams — reading with assistive technology is significantly slower
• Note-taker — since taking notes during class may be impossible or unsafe while navigating with a cane
• Orientation / mobility training — campus navigation training available through DSOs at most major universities
• AFB and NFB scholarship programs — substantial scholarships specifically for students with visual impairments

The ADA prohibits discrimination against people with disabilities in higher education. The 2008 amendments (ADAAA) significantly broadened the definition of disability to include many conditions previously excluded — including ADHD, learning disabilities, and chronic illness.

• Applies to all colleges and universities that receive federal funding (virtually all of them)
• Covers physical and mental disabilities that "substantially limit" a major life activity (learning, reading, concentrating, communicating, walking, breathing)
• Prohibits colleges from asking about disability during admissions — you cannot be rejected because of a disability
• Requires "reasonable accommodations" providing equal access — not identical treatment, but equal opportunity
• Does NOT require colleges to fundamentally alter the academic program or create undue financial burden

Section 504 applies to any institution receiving federal financial assistance. It predates the ADA and remains in full force alongside it.

• Requires colleges to provide "equal access" to academic programs for students with disabilities
• Mandates a designated Section 504 Coordinator at every institution (often the same as the ADA Coordinator or DSO director)
• Gives you the right to file a grievance if accommodations are denied — through the college's internal process or directly with the Dept. of Education OCR
• Your high school 504 plan was made under Section 504, but college has its own documentation and approval process — it does not carry over automatically

IDEA governs special education in grades K–12 and is the source of your IEP. Understanding what IDEA does NOT provide in college is critical.

• IDEA does not apply to post-secondary education — college operates under ADA and Section 504 only
• Your IEP ends when you graduate from high school or turn 21. It does not transfer to college.
• In college, YOU are responsible for self-identifying and requesting accommodations — not the school
• College is not required to provide free evaluations, case managers, or specialized instruction (as K–12 must under IDEA)
• Use your IEP/504 history as documentation when registering with the DSO — but understand it's a reference, not a guarantee of the same services

FERPA fundamentally changes the parent-student relationship at 18. This is one of the biggest surprises for families navigating the college transition.

• Once a student turns 18 or enrolls in college, FERPA transfers all educational privacy rights to the student
• Colleges cannot share grades, disability documentation, accommodation information, or any records with parents without written student consent
• Parents cannot call the DSO, disability services, or professors without a signed FERPA waiver from the student
• Students can grant parents access by signing a FERPA waiver with the registrar — many families do this voluntarily
• In a medical or mental health emergency, colleges may contact parents at their discretion — but are not legally required to

If accommodations are denied or a professor refuses to honor your accommodation letter, you have several escalation paths:

• Step 1: Contact the DSO in writing and document the refusal. The DSO can communicate with faculty on your behalf.
• Step 2: File a formal grievance through the university's internal ADA/504 grievance process (every institution must have one)
• Step 3: File a complaint with the U.S. Department of Education's Office for Civil Rights (OCR) — free, and colleges take OCR investigations seriously
• Step 4: Consult a disability rights attorney. Disability Rights Advocates (DRA) and the National Disability Rights Network (NDRN) provide free or low-cost legal support
• Document everything in writing — save all emails, letters, and communications with the DSO and faculty

• Your disability directly explains a grade dip, school gap, or inconsistency in your academic record that might otherwise raise questions
• Your disability has shaped your resilience, values, or direction in a way that is core to who you are and what makes your application distinctive
• You changed schools, took a leave of absence, or had an unusual academic path because of your disability
• Your disability is relevant to your intended major or career goals

If you choose to disclose: keep it brief and forward-looking. Explain the impact, describe how you've adapted and self-advocated, and pivot to your strengths. Admissions readers are looking for resilience, not sympathy.

• Your disability hasn't meaningfully affected your academic record and isn't central to your story
• You're concerned about stigma or unconscious bias — while illegal to discriminate, bias exists
• You haven't developed a strong narrative around your disability and don't feel ready to articulate it
• Your disability is well-managed and doesn't define your application

Not disclosing during admissions does not prevent you from registering with the DSO after enrollment. Many students register for accommodations without having disclosed during the application process.

Effective framework (3–4 sentences in "Additional Information"):

• Name what happened — briefly and factually: "In 10th grade I was diagnosed with ADHD, which affected my ability to sustain focus during long reading-intensive exams."
• State the academic impact — concisely: "My grades in 10th grade reflect this period before I developed effective strategies and began receiving accommodations."
• Describe what you did about it — "I worked with a psychologist, developed executive function strategies, and my performance improved significantly in 11th and 12th grade."
• Forward pivot — "This experience deepened my interest in cognitive science and my capacity to advocate for myself and others."

Avoid: dwelling on symptoms, minimizing with "it wasn't a big deal," over-explaining the diagnosis, or framing disability as a tragedy you overcame.

• Register with the DSO immediately after committing — the same week if possible. Processing takes 4–8 weeks.
• Disclosure to the DSO is confidential — not shared with faculty without your consent
• Your accommodation letter goes to professors, but your diagnosis does not — professors see "Student X receives extended time," not "Student X has ADHD"
• You choose which courses to submit accommodation letters for — you control who knows
• Disclosure to professors beyond the accommodation letter is entirely optional. Some students find brief context helpful; others prefer privacy.

• The FAFSA includes a "special circumstances" section where you can report unusual expenses — disability-related costs qualify
• Document: therapy, counseling, medical appointments, assistive technology, tutoring, medication, and disability-related transportation
• Submit a formal "Professional Judgment" (PJ) request to each school's financial aid office with documentation
• Financial aid administrators have legal authority to adjust your Expected Family Contribution based on documented disability expenses
• This can meaningfully increase your grant eligibility at need-aware and need-blind schools alike

Every state has a Vocational Rehabilitation office that can fund college education for students with disabilities. This is dramatically underused.

• VR can pay for: tuition, fees, books, supplies, transportation, AT, tutoring, and in some states housing
• Apply in 9th or 10th grade — there are waiting lists, and eligibility determination takes time
• You and your VR counselor create an Individualized Plan for Employment (IPE) — your college degree must align with employment goals
• VR can also fund evaluations if you don't have one — ask explicitly about this
• Find your state VR office: search "[your state] vocational rehabilitation services" or visit rsa.ed.gov

• ABLE (Achieving a Better Life Experience) accounts allow people with disabilities to save money without losing SSI or Medicaid eligibility
• Contributions up to $18,000/year (2024); total balance up to $100,000 before affecting SSI
• Funds can be used for education, housing, transportation, assistive technology, and more
• To qualify: disability must have onset before age 26
• Compare state programs at ABLEnow.org — rates and features vary by state

• College enrollment can affect SSI eligibility — student income and in-kind support (room and board) can count against your benefit
• SSDI is generally less affected by college enrollment, but working while in college may trigger a review
• Contact your local Social Security office before starting college to understand your specific situation
• Free WIPA (Work Incentive Planning and Assistance) counselors in every state specialize in exactly this issue — ask your state VR office for a referral
• Medicaid eligibility is often tied to SSI — understand how enrollment affects your health coverage before dropping a parent's plan