Getting Started
The list below provides a quick step-by-step explanation of how to connect with the Student Accessibility Services (SAS) Office for accommodations.
You may already have documentation of your disabilities that cover the information the SAS Office needs, , or you may want to provide the Student Accessibility Services Documentation Guidelines and Information Packet to your provider to get something written that covers each point.
If you have concerns about providing the necessary documentation, please get in touch with the SAS office at (850) 201-8430 or via email at sas@tsc.fl.edu, so we can discuss your options and offer guidance.
You can also review the Student Accessibility Services Documentation Guidelines and Information Packet
Complete our application for services.
The application for service will provide information that will help us support you and your educational goals. If you require the application in an alternative format, please don't hesitate to contact the SAS Office.
Timeliness of Services
The SAS office will never refuse applications based on untimeliness. It is strongly recommended that students who wish to apply for or renew services and accommodations should not delay contacting the SAS office and wait until the first few weeks of the semester or just before exams.
Your first contact should be made immediately after you register for classes for the upcoming semester. It is also essential that students follow up on any necessary instructions provided by SAS staff. Since services are arranged on a first-come, first-served basis, delays often occur when applications are submitted untimely late.
The SAS Office encourages students who need accommodations to complete the SAS application
Contact the SAS Office at 850-201-8430 or by email at sas@tsc.fl.edu 48 business hours after completing your application for services.
*Be sure to set your own reminders to reach out to our office after completing the application.
During your intake appointment be prepared to:
- Discuss how your disability impacts you and your accommodation needs.
- Discuss the accommodation process.
- Learn about the policies and procedures that you will need to follow to access your accommodations.
- Learn about other resources that are available to you.
- Review your class schedule.
- Discuss the Student’s Responsibility.
It is the student’s responsibility to communicate with faculty. Communicating with faculty is an integral part of the accommodation process. Students must inform their faculty of their accommodation(s) by providing a letter of accommodation to each of their professors and communicating effectively about accommodations. Please note that all examples below are meant to be tailored to your specific course context/experience.
Key Differences
Below are the key differences between high school and college for students with disabilities.
| High School |
College |
- Individuals with Disabilities Education Act (IDEA).
- IDEA is about SUCCESS in school.
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- Americans with Disabilities Act of 1990 (ADA), Title II.
- Section 504 Subpart E of the Rehabilitation Act.
- ADA and 504 are about ACCESS, success is up to the student.
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| High School |
College |
- Individualized Education Program (IEP) and/or 504 Plan.
- School provides evaluation at no cost.
- Documentation focuses on determining if student is eligible for services under one or more disability categories in IDEA.
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- High school IEP and 504 Plans expire after high school and are not sufficient. Documentation guidelines specify information needed for each category or disability.
- Students must get evaluation at their own expense.
- Documentation must provide information on specific functional limitations and demonstrate the need for specific accommodations.
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| High School |
College |
- School staff identify the student as having a disability.
- School staff has primary responsibility for arranging accommodations.
- Teachers approach you if they believe you need assistance.
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- Student must self-identify to Access Office staff.
- Student has responsibility for self-advocacy and arranging accommodations with Student Accessibility Services.
- Professors can be open and helpful, but students are expected to initiate contact at the start of each term.
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| High School |
College |
- Parent has access to student records and can participate in the accommodation process.
- Parent advocates for the student.
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- Parent does not have access to student records and cannot represent the student without the student’s written consent. Even then, access is limited.
- Student advocates for self.
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| High School |
College |
- Teachers may modify curriculum and alter
assignments as outlined in IEP.
- Students are expected to read short assignments
that are discussed and often re-taught in class.
- Students seldom need to read assignments more than once; often, listening in class is enough.
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- Professors are not required to modify design or alter assignment deadlines.
- Students are assigned substantial amounts of reading and writing, which may be tested but not be directly addressed in class.
- Students need to review class notes and text material regularly.
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| High School |
College |
- An IEP or 504 plan may include modifications to the test format or grading.
- Testing frequently covers only small amounts of material.
- Makeup tests are usually available.
- Teachers often take time to remind students of assignments and due dates.
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- Grading and test format changes (e.g., multiple-choice vs. essay) are generally not available. Accommodations in HOW tests are administered (e.g., extended time, private room for testing) are available when supported by documentation.
- Testing is generally periodic and may be cumulative, covering large amounts of material.
- Makeup tests are seldom an option; if they are, students are responsible for requesting them in advance.
- Professors expect students to read, save, and consult the course syllabus that describes course expectations, assignments and grading scale.
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| High School |
College |
- Tutoring and study support may be a service provided as part of an IEP or 504 plan.
- School staff often structure students’ time and expected assignments.
- Students may study outside class for as little as zero to two hours a week, and this may be mostly last-minute test preparation.
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- Tutoring DOES NOT fall under Student Accessibility Services. Students with disabilities must seek out tutoring resources available to all college students.
- Students structure their own time and assignments.
- Students usually need to study at least two to three hours for each hour in class.
- Students manage their own time and complete assignments independently.
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| High School |
College |
- High school is an entitlement.
- High school is mandatory and usually free.
- Others structure your time.
- Permission is needed to participate in extracurricular activities.
- Parents and teachers remind you of your responsibilities and assist you in setting priorities and goals.
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- College is a choice or privilege, a right to access.
- College is voluntary and costly.
- You manage your own time.
- The decision to participate in co-curricular or extracurricular activities is yours.
- Balancing your time and setting priorities is now your responsibility.
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