Starting college is an exciting milestone, but for students with ADHD or autism, it can also bring unique challenges. For potentially the first time, students navigate their education and daily life without the direct involvement of parents, guardians, or high school support systems. Fortunately, resources and accommodations are available to ensure equitable opportunities to succeed, even in a post-secondary setting.

The key is knowing how to access these resources and self-advocate for your needs.

two college students with backpacks talking on sidewalk in front of building

"In Loco Parentis" and the Shift to Independence

In high school, parents, guardians, and counselors often work behind the scenes to coordinate support systems like Individualized Education Plans (IEPs) or 504 plans. These frameworks ensure students with disabilities receive the support they need to thrive academically.

However, in college, the dynamic shifts significantly. While colleges do not act as direct caretakers, they do take on a supportive role under the concept of “in loco parentis” (meaning "in place of a parent").

This transition comes with an increased degree of independence and personal responsibility. Students must learn how to advocate for specialized support as needed and access available resources. It can be daunting, but with the right knowledge, it becomes manageable.

The Legal Framework: Section 504 of the Rehabilitation Act

It’s essential to understand that all post-secondary institutions receiving federal funding are legally required to provide reasonable accommodations under Section 504 of the Rehabilitation Act.

This federal law ensures that students with disabilities have equal access to education and are protected from discrimination. While colleges are not obligated to provide IEPs, they must offer accommodations that meet students’ specific needs.

“All post-secondary institutions receiving federal funding are legally required to provide reasonable accommodations under Section 504 of the Rehabilitation Act. ”

student seated in classroom alone writing with pencil at desk

Finding and Accessing Support: Disability Services Offices

College students must be prepared to submit evidence of a needed, specific accommodation after acceptance. Primary caregivers are no longer legally entitled to be part of this process at the college level, so it’s important that students know how to do this on their own.

The process to submit documentation for ADHD, autism, and other needs varies slightly for each institution. You can usually find the steps, appropriate department, and contacts on a college’s website.

Each college has a disability services office, typically housed under the student services department. This office is typically the primary point of contact for students needing accommodations.

The process to access support usually involves:

Locating the Office: Check the college’s website or ask your academic advisor for guidance.
Submitting Evidence: Be prepared to provide recent documentation, such as a diagnosis from a healthcare provider or evidence of previous accommodations. This documentation demonstrates the necessity of specific support.
Completing an Application: Many colleges require students to complete an application or registration process to formally request accommodations.

Don’t let shame, embarrassment, or confusion get in the way of your long-term success. Accommodations such as access to a note-taker, having a single dorm room, or taking exams privately could make all the difference in your academic career.

backpack, notebook with course notes, and laptop with stickers laying on wooden table

Common Accommodations for ADHD and Autism

Once eligibility is determined, colleges can provide a range of accommodations tailored to individual needs. Common examples include:

Access to Note-Takers: Helps students focus during lectures.
Private Exam Rooms: Reduces distractions and test anxiety.
Single Dorm Rooms: Provides a quiet and structured living environment.
Extended Deadlines: Accommodates processing delays or executive functioning challenges.

It’s important to remember that requesting accommodations is not a sign of weakness but a step toward long-term academic and personal success.

Self-Advocacy: Communicating with Professors

After accommodations are approved, the next step is self-advocacy. Most provide students with an accommodations letter specifically from the department that oversees eligibility.

Sometimes, the university may send the letter outlining the approved support measures to professors in advance. However, It’s typically the student’s responsibility to share this letter with their professors.

Important note: You are never obligated to disclose your disability to your professors, but it is essential to self-advocate for the support needed.

Here are some tips for communicating with professors:

Send an Email Before Classes Begin: Include your accommodations letter and a brief summary of the support you’ll need.
Be Clear but Professional: You are not obligated to disclose your diagnosis but providing context about how the accommodations can help foster understanding.
Follow Up as Needed: If a professor does not implement accommodations effectively, reach out to your disability services office for assistance.

empty classroom auditorium with wooden seats

Building Confidence in Self-Advocacy

For many students, self-advocacy can feel intimidating. Embarrassment or fear of judgment may act as barriers. To overcome these challenges:

Practice Your Approach: Draft emails and rehearse conversations to build confidence.
Seek Support: Connect with advisors, therapists, or specialists who can guide you through the process.
Remember Your Rights: You are entitled to equal access to education under federal law.

Additional Resources and Support

Transitioning to college with ADHD or autism is a significant adjustment, but help is available. Colleges are equipped to support diverse learners, and seeking accommodations is a powerful act of self-advocacy.

Need personalized guidance? Reach out to our ADHD Specialist, Rachel, who can provide expert advice and practical strategies for navigating the college experience. Click here to connect with Rachel.

Navigating post-secondary accommodations for ADHD and autism requires preparation and self-advocacy, but it’s entirely achievable. By understanding your rights, accessing disability services, and effectively communicating with professors, you can create an environment that supports your academic and personal success.

Don’t hesitate to ask for help—you are allowed to advocate for yourself and your future.

Allowed to Ask (College Edition): Post-Secondary Accommodations for ADHD & Autism