EIU Office of Accessibility and Accommodations

IDEA and Section 504

• Provides free, appropriate, public education
• Provides equal access & prevents discrimination
• The goal is SUCCESS

ADA and Section 504

• Provides equal access & prevents discrimination
• Goal is ACCESS

• The school district must identify, evaluate, and determine needed supports at no additional cost to the student
• The school district arranges all identified supports
• The student is not responsible for notifying anyone of IEP or 504 services
• Parents can be highly involved

• The student must self-identify with the Office of Accessibility & Accommodations
• The student must provide documentation and be able to discuss the need for requested accommodations
• If additional evaluation is needed, it is at the cost of the student
• The student must share approved accommodations with faculty to utilize them
• The student must drive the process

An IEP or 504 might include:

• Alterations in instruction
• Accommodations
• Modifications to cirriculum, assessments, and expectations
• Related services, such as speech, social, work, or occupational therapy

No comparable plan

• Remove barriers to access learning environment
• DO NOT change cirriculum, assessment, or responsibilities
• Involve the same learning objectives met as all other students 

• More structured with lots of rules
• attendance is monitored and taken during every class
• Back-to-back classes for 7 hours a day (with small breaks)
• Typically only on school grounds for classes and extracirricular activities 
• Treated more like a child with less responsibility and more assistance

• Less structure and fewer rules
• Attendance is often not enforced, but may be taken as part of the grade in some classes
• Flexibility in schedule - there may be hours between classes
• Camus may become a student's home 
• Treated more like an adult, students are responsible for their own performance

• Class section is limited
• Usually, students have time to work on assignments in class
• Teachers often give frequent reminders and check in on students
• More individualized plan and 1:1 support
• Slower- paced, teachers may repeat lessons to ensure that all students understand

• Students can select from a wide variety of courses, depending on their major(s) and interests
• Much more work is required outside of class
• Professors expect students to follow the syllabus and reach out to them if you have any questions or concerns
• There is little individualization - the same expectations apply to all students
• Faster-paced - less time for review or repetition