Horizon 2025 - Flipbook - Page 32
ACCESSING COLLEGE ACCOMMODATIONS
Debbie Knox, M.Ed., Director of College and Career Advising
For students with learning
differences, college presents both
new opportunities and challenges. A
key to success is securing necessary
accommodations. Unlike high school,
where accommodations are provided
under IEPs and 504 Plans, colleges
operate under different laws, requiring
students to take an active role in
requesting accommodations.
3. Research the College’s Disability Services Office
• Visit the Disability Services Office (DSO) when touring
colleges.
• Check the college website for DSO contact information,
forms, guidelines and deadlines.
• Apply to Disability Services and request accommodations
before classes begin.
4. Be Aware of Common Accommodations
• Extended time on tests
• Note-taking assistance or permission to record lectures
Here’s what students and families
need to know about accessing
accommodations in college:
• Alternative testing environments (for example, a quiet room)
• Access to audiobooks or text-to-speech technology
1. Understand the Difference: K-12 vs. College
• In high school, accommodations are provided under the
Individuals with Disabilities Education Act (IDEA) and
Section 504 of the Rehabilitation Act of 1973.
• Priority registration
• Reduced course load
• In college, the Americans with Disabilities Act (ADA) and
Section 504 still apply, but students must self-advocate
and submit documentation to request accommodations.
2. Obtain Proper Documentation
• Colleges typically require recent documentation,
often within the past three years. This can include:
5. Encourage Self-Advocacy
• Unlike high school, parents cannot advocate for students in
college.
• Students must take the lead in managing their
accommodations:
- Meet with professors to introduce themselves.
- Explain their learning difference and needs
in a confident manner.
- A psychoeducational evaluation
(The Shelton Evaluation Center provides
evaluations: 972-774-1772, ext 2243.)
- Utilize campus resources such as tutoring centers
or academic coaching.
- A letter of diagnosis outlining the learning
difference and recommended accommodations
Debbie Knox is the Director of College and Career Advising
at the Shelton School, where she is dedicated to helping
students navigate the college admissions process and plan
for their future.
- A high school 504 Plan or IEP (helpful, but not
sufficient on its own)
Shelton Hosted the 2025 Alumni Panel
The Upper School hosted the annual Shelton Alumni
Panel on Jan. 14, 2025. Four graduates shared valuable
information, advice and inspiration to help prepare
students for life after Shelton.
Shelton Director of College and Career Advising
Debbie Knox hosted the event with the following
alumni panelists:
Clay Brandenburg (Class of 2023)
• Hendrix College
• Majoring in Business and playing football and
baseball
• “The nice thing about being at a smaller school is
that we have relationships with our professors.”
Ellie Goodwin (Class of 2020)
• Baylor University, Nursing
• Graduated in May 2025; plans to become a pediatric
oncology nurse
• “What’s most important is meeting your deadlines.
Also, take advantage of your accommodations, such
as extra time.”
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NOVEMBER 2025
THE HORIZON
From left: Shelton Chief Advancement Officer Christi Contreras, Shelton Director of
College and Career Advising Debbie Knox, Sam Marchant (Shelton Class of 2023),
Ethan Proctor (Shelton Class of 2023), Clay Brandenburg (Shelton Class of 2023),
Ellie Goodwin (Shelton Class of 2020), Shelton Associate Director of College & Career
Counseling Mark Carter and Shelton Alumni Relations Coordinator Carolyn Strickfaden.
Sam Marchant (Class of 2023)
• Universal Technical Institute
• Attending a leading technical training provider and plans to
pursue online college
• “Pay attention and go to class.”
Ethan Proctor (Class of 2023)
• Austin College
• Received a Presidential Scholarship; majoring in Business/Finance
• “Shelton did a great job helping me understand what my learning
differences are.”
SHELTON SCHOOL
