Designing Classroom Accommodations That Help Students With Disabilities Succeed in College

High school educators play a critical role in preparing students for the expectations they will encounter beyond secondary education. For students with disabilities, this preparation often includes accommodations provided under the Individuals with Disabilities Education Act (IDEA). These supports are essential for access to instruction and educational progress throughout K–12 schooling.

As students move toward postsecondary education, however, the purpose and structure of accommodations should change in important ways. Understanding this shift is especially important for teachers supporting students during the final stages of college preparation.

By exploring common accommodations through the lens of higher education standards, this article aims to support educators, disability services professionals, and students in rethinking accommodation decisions in ways that promote access while fostering autonomy, academic growth, and long-term success.

Understanding the accommodations landscape

Colleges and universities operate under a different legal framework than K–12 public schools. In K–12, the IDEA is designed to provide individualized educational programming and support student progress. In higher education, the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act function as civil rights laws that protect equal access rather than guarantee specific outcomes.

Consequently, postsecondary accommodations are intended to reduce disability-related barriers while maintaining essential course requirements, academic standards, and program expectations. Because the purpose and implementation of accommodations change across these settings, some supports that were routinely provided in high school may look different in college or may require updated documentation and a formal request process. This is why thoughtful transition planning matters: It helps students to strengthen independence, self-advocacy, and personal responsibility before they step onto a college campus.

In a previous article, I explained why many common testing accommodations in K–12 settings do not always transfer seamlessly to college and university environments, where eligibility documentation, service models, and student responsibilities can differ significantly. In this article, I turn to classroom accommodations—the practical, day-to-day supports that can make lectures, discussions, readings, note-taking, group work, and assignments more accessible while still upholding course standards.

classroom accommodations in secondary education

In secondary education, accommodations often function as both access tools and instructional supports. Teachers commonly provide structured guidance, frequent feedback, and reminders to help students manage academic demands. These practices are developmentally appropriate and reflect the instructional mission of K–12 education.

As students approach graduation, accommodations should increasingly support preparation for environments that are less individualized and more student-directed. When accommodations consistently remove opportunities for students to practice essential academic and executive functioning skills, they may limit readiness for college.

Providing class notes. Providing copies of class notes is a common accommodation in high school classrooms, particularly for students with learning disabilities, attention-related disabilities, or medical conditions that affect concentration. While this support can reduce barriers in the moment, long-term reliance may interfere with the development of skills that are expected in college.

In postsecondary settings, students are typically expected to listen actively, identify key information, and organize content independently. Professors rarely provide comprehensive notes, and lectures may be less structured than those students experienced in high school. Without prior opportunities to practice note-taking and information synthesis, students may struggle to keep pace.

A transition-focused approach emphasizes instruction in note-taking strategies rather than replacing them. Modeling structured formats, offering guided practice, and gradually reducing reliance on provided notes allows students to build confidence while maintaining access.

Multimodal presentation of information. Presenting information through multiple formats (visual, auditory, and written) is a widely accepted instructional practice. In high school, multimodal presentation is often documented as an accommodation to support diverse learning needs. Framing this practice as a guaranteed individualized support, however, can create challenges when students transition to college.

Postsecondary instruction often relies on a primary delivery format, such as lecture or assigned readings, with limited flexibility. Students are expected to adapt by using strategies that allow them to engage effectively with the material. When students have relied exclusively on externally provided multimodal supports, they may have difficulty adjusting to less flexible instructional environments.

Rather than eliminating multimodal instruction, high school teachers can use it as an opportunity to teach students how to engage with content across formats. Explicit instruction in active reading, listening strategies, and information synthesis supports access while building adaptability.

Time extensions for assignments. Extended time for assignments is frequently provided in secondary education, particularly for students with processing-speed challenges, executive functioning difficulties, or health-related disabilities. While this accommodation can reduce immediate stress, it may delay the development of time-management skills if used without an instructional purpose.

In college, extended time is typically limited to timed assessments rather than ongoing coursework. Students are expected to manage long-term assignments independently, often with overlapping deadlines and minimal reminders. Consistent reliance on extended deadlines may contribute to procrastination and increased anxiety.

High school classrooms provide an important setting for teaching planning and organizational skills. Breaking assignments into stages, teaching students to use planners or digital tools, and encouraging proactive communication help students learn how to manage workload demands—skills that are essential in higher education.

Chunking and scaffolding of instruction. Chunking information and providing step-by-step guidance are effective instructional strategies in K–12 settings, particularly for students with learning disabilities. When these strategies become permanent accommodations rather than instructional tools, students may struggle when such supports are no longer available.

College coursework often requires students to process large amounts of information independently, synthesize ideas across sources, and manage complex tasks with limited guidance. Students who have not practiced these skills may feel overwhelmed by the pace and expectations of postsecondary learning.

As graduation approaches, teachers can gradually shift responsibility by teaching students how to break down tasks independently, monitor understanding, and prioritize information. These skills support access while preparing students for greater autonomy.

Frequent reminders and one-on-one support. Frequent reminders, check-ins, and individualized assistance are common and appropriate in high school. Teachers often play an active role in helping students track assignments, manage deadlines, and stay engaged, but continued reliance on these supports may limit students’ ability to function independently in college.

In postsecondary settings, students are responsible for tracking their own responsibilities and initiating help-seeking behaviors. Professors generally do not provide individualized reminders, and students are expected to use syllabi, learning management systems, and campus resources independently.

Teaching students how to use organizational tools, set goals, and self-monitor progress supports transition readiness. Encouraging students to ask questions and communicate proactively builds self-advocacy skills that are essential in higher education.

Reduced workload. Reduced workload accommodations are sometimes used in secondary education to address fatigue, attention challenges, or health-related limitations. While appropriate in certain circumstances, these supports are generally inconsistent with postsecondary academic standards.

In college, students with disabilities are expected to meet the same essential learning requirements as their peers. Accommodations are intended to provide access, not to reduce academic expectations. Students who enter college after years of reduced workload expectations may struggle with the pace and volume of coursework.

Rather than reducing content, high school teachers can focus on instructional strategies that help students manage rigorous expectations. Teaching study strategies, prioritization, and effective use of supports allows students to engage fully with academic demands.