Accessibility Services Information for Parents What Parents Should Know About Disability Support at WilsonAt Wilson College, we are committed to creating an inclusive, accessible campus where all students can thrive. If your student has a documented disability, the Office of Accessibility Services is here to ensure they have equal access to academics, housing, dining, and co-curricular life. A Shift in ResponsibilityWhile your support remains invaluable, the process for receiving accommodations in college is different than in K–12. In higher education, students are responsible for disclosing their disability, submitting documentation, and requesting accommodations. Our role is to partner with them in this process and empower their success.We understand this transition can feel like a big step—for students and families alike. That’s why we’re here to guide and support both the student and the process. Reasons Students Request AccommodationsStudents may request accommodations for a range of documented disabilities, including:Learning disabilities (e.g., dyslexia, dyscalculia)ADHDAutism spectrum disorderMental health conditions (e.g., anxiety, depression, PTSD)Chronic health conditions (e.g., migraines, autoimmune disorders)Sensory impairments (e.g., hearing or vision loss)Physical or mobility limitationsTemporary medical conditions (e.g., broken bones, recovery from surgery)Every student’s experience is different. We work closely with each individual to determine reasonable accommodations based on their specific needs and documentation. Examples of Common College AccommodationsAt Wilson, accommodations are designed to remove barriers—not to alter academic standards. Examples may include:Extended time for exams or assignmentsReduced-distraction testing environmentsNote-taking assistance or access to lecture recordingsAccessible seating in classroomsUse of assistive technology (e.g., screen readers, speech-to-text tools)Housing modifications (e.g., accessible room, emotional support animal)Meal plan adjustments for dietary needsAccommodations are individualized, and students must request and coordinate them through our office. K–12 vs. College: What’s Different?The chart below outlines key differences in how disability services function at the college level:AreaHigh School (K–12)College (Wilson & Higher Ed)LawsIDEA (Success Model), Section 504, ADA Section 504, ADA (IDEA no longer applies - Access Model)Initiation>School identifies need, conducts evaluationsStudent must self-disclose and request accommodationsParent RoleParents involved in meetings and communicationStudent is the primary contact and decision-makerServicesMay include curriculum modifications or alternate assessmentsAccommodations remove barriers but do not modify courseworkMonitoringFrequent teacher check-ins, progress reportsStudent must manage time and seek support as neededAccommodationsDetermined by school team, often automaticDetermined through an interactive process with documentation How You Can Support Your StudentYou can help your student prepare for a successful transition by:Encouraging them to contact Accessibility Services earlyReviewing their documentation togetherPracticing how to describe their needsReassuring them that seeking help is a strengthOur goal is to foster confident, capable learners who are equipped to succeed in and beyond college. To learn more about how to get started, visit our Accessibility Services page or contact us directly. Accessibility Accommodations Intro Alternative Testing Eligibility Process For Parents Housing Accommodations Service Animal Information Temporary Disabilities Relevant links ... Accessibility Accommodations Intro Alternative Testing Eligibility Process For Parents Housing Accommodations Service Animal Information Temporary Disabilities Letter to parents Self-advocacy Self-advocacy skills Laws that protect your child in college Parent reading suggestions Related sources
