Transitioning to University of Wyoming
If you are making the change from your current situation to attending a 4-year, post-secondary institution, it can be quite an adjustment. In high school, many students had a closely supervised experience through an IEP or a 504 plan. With these, a team of professionals, students and parents determine the direction of the educational experience.
When you enroll at the University, you will find many things are different. In general, you are now responsible for your education. UDSS can help you plan necessary accommodations for this new environment by matching our services with your specific disability-related needs.
Please note some of the major differences between high-school and college for students with disabilities:
- Students must self-identify to UDSS and hold the primary responsibility for self-advocacy and requesting accommodations for each semester.
- Professors are not required to modify assignments or routinely alter deadlines.
- Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Modifications may be made to how exams are given (i.e. extending test time) and are available when supported by the functional limitations imposed by the condition(s).
- Students are expected to read, save, and consult the course syllabus which outlines expectations, due dates and grading processes.
- Tutoring does not fall under accommodation requirements. Students who need tutoring services must seek out other campus resources. Your UDSS coordinator may be able to refer you to or help you find, tutoring options.
- Students generally need to study at least 2-3 hours outside of class for each hour spent in class.
- The Family Educational Rights and Privacy Act of 1974 (FERPA) protects the privacy of student records and limits access to only those with a legitimate educational interest. Students must sign a release if they wish to have parental involvement.
You should anticipate:
- Increased workloads with a faster pace.
- Reduced contact with instructors.
- More financial and social pressures.
- Harder work and a better quality required for an "A".
- Fewer exams with more material covered on each.
- Lengthy reading assignments.
- Instruction primarily by lecture; less demonstration and "hands-on".
- Increased decision making responsibilities.
- Needing to think independently.
Meeting with your assigned coordinator early and determining your necessary accommodations can help make the transition easier.
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