Education is a right. Yet disabled students face barriers: inaccessible buildings and materials, discrimination, inadequate accommodations, over-disciplining, and exclusion. This section covers disability rights in education from early childhood through adult learning, and provides guidance on accessing the education you deserve.
Education can be a pathway to independence, employment, and community participation. It can also be a place of trauma and exclusion if not accessible and inclusive. Disabled students face:
- Denial of accommodations
- Segregation from non-disabled peers
- Over-identification in some groups, under-identification in others
- Disproportionate discipline
- Barriers to higher education
- Assumptions that disabled people shouldn't attend college
- Inaccessible curriculum and materials
- Lack of support for transition to adulthood
This section centers the principle of Inclusive Education: disabled students belong in mainstream classrooms with appropriate supports, not segregated in separate programs.
Services for children ages 0-3 with disabilities or developmental delays. Covers evaluation, Individualized Family Service Plans (IFSPs), services, transition to preschool, and your rights.
Disability rights in elementary, middle, and high school. Covers Individualized Education Plans (IEPs), 504 Plans, evaluation, placement, accommodations, discipline, inclusion, behavior support, and transition planning.
College and university access for disabled students. Covers accessibility of campus, disability services office, requesting accommodations, housing, financial aid, legal rights, and thriving in college.
Education and training for adults. Covers adult education programs, trade schools, vocational training, online learning, community college, and accessibility in adult education.
The critical years from age 14-22. Covers transition planning, employment goals, life skills, community integration, guardianship issues, and legal transition to adulthood.
Early Intervention →
K-12 Education →
Higher Education →
Higher Education →
Adult & Continuing Education →
Transition to Adulthood →
¶ I want to understand my education rights
K-12 Education → covers IEPs and 504s
Early Intervention (Part C of IDEA) provides services for babies and toddlers with disabilities or developmental delays. It's family-centered and strength-based.
Services provided:
- Speech/language therapy
- Physical therapy
- Occupational therapy
- Developmental support
- Family coaching
- Special instruction
What you need to know:
- You request evaluation through your state (free)
- If your child qualifies, you get an IFSP (Individualized Family Service Plan)
- Services are in natural environments (home, community, not just clinical settings)
- Your family goals drive the plan
- Early intervention ends at age 3; transition to preschool or school-based services
¶ K-12 Education: IEPs and 504 Plans
IEP (Individualized Education Program):
- For students eligible for special education services
- Based on IDEA (Individuals with Disabilities Education Act)
- Includes goals, services, accommodations, placement
- Requires parental participation in IEP meetings
- Must be reviewed annually
- Covers students age 3-22
504 Plan:
- For students with disabilities who don't need special education but need accommodations
- Based on Section 504 of the Rehabilitation Act
- Covers accommodations only (not services)
- Less formal than IEP
- Must be reviewed periodically
- Covers students K-12 (and can transfer to college)
Choosing between IEP and 504:
- If your child needs services → IEP
- If your child just needs accommodations → 504
- Many students have IEPs with services and accommodations
Referral: You or school staff request evaluation
Evaluation: School tests your child in all areas of disability. You can request independent evaluation.
IEP Meeting: School convenes team (teacher, administrator, special ed specialist, parents, student if appropriate). Team decides:
- Is student eligible for special education?
- What are their strengths and needs?
- What goals should be in the IEP?
- What services will student receive?
- Where will services happen (mainstream classroom, resource room, separate class)?
- What accommodations?
Implementation: School provides services and accommodations
Review: Annual IEP meeting to review progress
Reevaluation: Every 3 years (or more often if requested)
Request accommodation:
- Provide documentation of disability
- Explain how disability affects education
504 meeting: School and parents meet to determine accommodations needed
Examples of 504 accommodations:
- Extra time on tests
- Accessible seating
- Preferential seating
- Use of computer
- Audio/visual aids
- Breaks
- Accessible physical education
- Alternative assignments
- Extra time to complete work
IDEA guarantees:
- Free, appropriate public education
- Evaluation at no cost
- Individualized education plan
- Education in least restrictive environment (inclusion with non-disabled peers when appropriate)
- Parental participation in decisions
- Due process rights (appeals, hearings)
Accommodations and services:
- Your child gets what they need to access education
- Schools must provide, not just suggest
Inclusion:
- Your child should be in mainstream classroom unless IEP team determines otherwise
- Segregation is not the default
- Mainstream class with separate services is better than separate classroom
Discipline:
- Students with disabilities have some protection from suspension/expulsion
- School cannot use disability as reason to punish
- Manifestation determination: if behavior is related to disability, school must address
- Restraint and seclusion should never be punishment
- How is my student performing academically?
- What are strengths to build on?
- What barriers does disability create?
- What accommodations/services will address those barriers?
- How will we know if the plan is working?
- How is my student included with non-disabled peers?
- What behavior/social support does my student need?
- How will my student transition after high school?
Most colleges must accommodate disabled students (ADA Title II and Section 504). Important things to know:
Getting accommodations:
- Register with disability services office when you arrive
- Provide documentation of disability
- Request accommodations (extra time, note-taker, etc.)
- Build relationship with disability services
Common accommodations:
- Extended test time
- Separate testing location
- Note-taker or recording lectures
- Assistive technology
- Accessible course materials (digital texts)
- Classroom accessibility
- Priority registration
- Accessible housing
Navigating college:
- Disclosure: you decide when/what to disclose
- Self-advocacy: disability services cannot force accommodations on professors
- Building community: find other disabled students
- Academic support: utilize tutoring and writing centers
- Mental health: college counseling (often free for students)
Financial aid:
- FAFSA (Free Application for Federal Student Aid)
- Federal grants and loans
- State grants
- Institutional aid (from college)
- Scholarships for disabled students
- Work-study programs
Inaccessible curriculum:
- Textbooks not in accessible format
- Videos without captions
- PDFs that aren't screen-reader friendly
- Math/science labs not accessible
- Online courses not accessible
Assumptions:
- "Disabled people shouldn't be in college"
- "Your disability means you can't handle college"
- Internships and research not accommodated
- Assumption you'll drop out
Campus barriers:
- Buildings not accessible
- Dining facilities not accessible
- Transportation not accessible
- Social events not accessible
Barriers are about campus accessibility, not your ability.
Adults return to education for:
- Career training/retraining
- Skills development
- Personal enrichment
- Degree completion
- Language classes
- Community college courses
Accessibility in adult education:
- Community colleges must accommodate (usually part of public system)
- Trade schools vary in accessibility
- Online courses should be accessible (legal requirement)
- Employer-provided training should be accessible
Learn more →
Transition planning prepares you for adult life. Required by law in IEP process starting at age 14 (varies by state).
Transition planning covers:
- Post-secondary education/training goals
- Employment goals
- Independent living goals
- Community participation goals
- Coordination with adult services (VocRehab, mental health, etc.)
- Development of life/work skills
Key questions:
- What do you want to do after school?
- What skills do you need to develop?
- What services/support do you need?
- What's your timeline?
- How will you stay connected to community?
Accommodations = changes that allow access without changing what's being taught (extra time, different format, assistive technology)
Modifications = changes to the actual content/assignment (simpler assignment, lower grade level)
Accommodations are legally required. Modifications are not and should be discussed with your team.
Many online courses are now available. Key accessibility issues:
- Captions for videos
- Transcripts of audio
- Accessible platform (compatible with screen readers)
- Alternative formats (not just PDFs)
- Video descriptions for complex visuals
- Accessible math (MathML, not just images)
- Synchronous vs. asynchronous (live classes vs. recorded)
Have you navigated IEPs or 504s? Know about a program or school doing inclusion well? Have feedback on barriers?
We welcome contributions from disabled students, parents of disabled students, and educators working to make education truly inclusive.
Contribute →
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Maintained by: DisabilityWiki Education Team
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