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The transition from high school to a university setting is an exciting time for students and their families. With support and encouragement, this period offers students the opportunity to develop independence, strengthen self-advocacy skills and take on new responsibilities that support a successful transition into adulthood.

Students with disabilities and their families may experience additional questions during this shift. The information below highlights key differences between high school and college, outlines expectations in higher education and offers guidance on how families can continue to support their students.

Transitioning from high school to CU ¶¶Òõ´«Ã½ÔÚÏß

For many students, college is the first time they are separating from family and fully managing their own schedules, academics and responsibilities. This change can bring both excitement and uncertainty.

Students with disabilities also need to understand how disability support differs at the university level and what steps are required to access accommodations. The chart below outlines several key differences:

Advocacy: How roles shift

While terminology changes, such as a 504 Plan or IEP becoming an Accommodation Letter, the most significant shift is in responsibility. In college, students are expected to initiate and manage their accommodations, communicate with instructors and take ownership of their academic needs. Instructors, advisors and administrators will communicate directly with the student rather than with parents or family members.

Student Privacy and FERPA

At age 18, students are considered legal adults. However, once enrolled in college, their education records are protected under theÌýFamily Educational Rights and Privacy Act (FERPA). This means:

• Students control who can access their academic information.
• Parents/guardians do not automatically have access as they did in K–12.
• Students may choose to sign a Release of Information if they want Disability Services to speak with a parent or family member.
  • Please note theÌýFERPA consent to releaseÌýdoes notÌýinclude access to medical, student conduct or housing. records. Disability Services maintains its ownÌýRelease of Information Form specifically for disability-related information.

Even with a release, the student must remain the primary point of contact and must handle all matters related to registration and accommodations. Disability Services can always share general information about policies, processes and campus resources, but cannot share specific student information without written consent.

How families can support their student

Families continue to play an important supportive role, just in a different way. Encouragement is most effective when it promotes independence. When challenges arise, consider helping your student:

• Understand course expectations and determine what is manageable.
• Register early with Disability Services and discuss accommodation needs.
• Communicate proactively with instructors and campus resources.
• Seek help promptly when challenges arise.
• Practice problem-solving and decision-making.
• Explore new learning and organizational strategies.
• Recognize that setbacks are normal and part of the college experience.
• Take responsibility for their actions and follow through on commitments.
• Build resilience when things do not go as planned.
• Approach stressful situations with independence rather than relying on family to contact instructors or administrators.

These shifts help students build independence and confidence, skills essential for success in college and beyond. Remind them that asking for help is a strength and an important part of navigating university life.