Accessibility Services Information for Parents
What Parents Should Know About Disability Support at Wilson
At 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 Responsibility
While 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 Accommodations
Students may request accommodations for a range of documented disabilities, including:
- Learning disabilities (e.g., dyslexia, dyscalculia)
- ADHD
- Autism spectrum disorder
- Mental 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 limitations
- Temporary 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 Accommodations
At Wilson, accommodations are designed to remove barriers—not to alter academic standards. Examples may include:
- Extended time for exams or assignments
- Reduced-distraction testing environments
- Note-taking assistance or access to lecture recordings
- Accessible seating in classrooms
- Use 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 needs
Accommodations 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:
Area | High School (K–12) | College (Wilson & Higher Ed) |
Laws | IDEA (Success Model), Section 504, ADA | Section 504, ADA (IDEA no longer applies - Access Model) |
Initiation | >School identifies need, conducts evaluations | Student must self-disclose and request accommodations |
Parent Role | Parents involved in meetings and communication | Student is the primary contact and decision-maker |
Services | May include curriculum modifications or alternate assessments | Accommodations remove barriers but do not modify coursework |
Monitoring | Frequent teacher check-ins, progress reports | Student must manage time and seek support as needed |
Accommodations | Determined by school team, often automatic | Determined through an interactive process with documentation |
How You Can Support Your Student
You can help your student prepare for a successful transition by:
- Encouraging them to contact Accessibility Services early
- Reviewing their documentation together
- Practicing how to describe their needs
- Reassuring them that seeking help is a strength
Our 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.