We all want our children to succeed. When we are the parents of a child with a disability, we do everything we can to make sure they are afforded every opportunity to succeed.

When an elementary or high school student has a disability, they are protected by the Individuals with Disability Education Act (IDEA). IDEA requires schools to offer both accommodations and modifications. Accommodations are designed to help students with disabilities meet the same expectations as other students. Examples may include listening to a tape instead of reading the textbook for a student with a reading disability, or being provided with extra time on a test. By contrast, modifications substantially alter the requirements and expectations. Examples may include having to answer less test questions, or master simpler material.

Under the Child Find provision of IDEA, schools are required to assess students presenting with a possible learning disability and to design an appropriate Individual Education Plan (IEP) which includes the appropriate accommodations and modifications. The student does not have to self-advocate in order to receive these IEP provisions. Rather, each subject teacher is required to review the student's IEP and to provide the required accommodations and modifications. Parents are sometimes very assertive in making sure that their child receives the maximum possible of accommodations and modifications, and will advocate on their behalf.

All of this changes once the student reaches college, and graduates from IDEA. The student is then protected by section 504(E) of the Rehabilitation Act of 1973. This act requires colleges to ensure that students with a disability are not discriminated against, and have equal access to both the curriculum and the tests. However, students with a disability are required to meet the same requirements as all other students, albeit with accommodations. Students also need to identify themselves as persons with a disability to the college, as the Child Find provision does not apply to the college environment.

Here are some guidelines to help students with a disability be successful in college:

(1) Don't be a helicopter parent. As early as possible, encourage and assist your high school student to interact directly with the teacher, discuss whatever difficulties they are encountering, and request accommodations which they feel they need to be successful. You may need to role play with your child to help them become comfortable with this role.

(2) Don't be afraid to let your child take academic risks. While it may be painful to watch your child struggle with a difficult course, this is an opportunity to let your child test their limits and to realize that occasional setbacks are part of life.

(3) Help your child develop a realistic understanding of both their strengths and their weaknesses. Dr. Howard Gardner asserts that there are multiple intelligences. Some children may be better at the verbal and linguistical skills which we emphasize so much in school. Other students may be musically inclined. While you do not want to limit your child's ambitions, telling your son who enjoys singing loudly and off key that he can be a famous singer one day is probably not helpful or realistic. 

(4) Consider formal evaluations. If your child presents with particular difficulty in a specific subject or area, consider having him or her assessed by a psychologist to rule out possible learning disabilities.

(5) Realize that there are multiple paths to career success besides for college. Plumbers and electricians can make fine livings with only a high school diploma and an apprenticeship.