General Tips

	In this section, I’ll be discussing transitioning from high school to college, in hopes of benefiting future incoming students.  Some of the information is geared more for students just leaving high school, but I’ll also be giving some tips that should help any transfer student, whether coming directly from a high school setting, or another setting like a community college.  I’ll then discuss some tips specific to the DAC itself, followed by how to register for DAC services.
	
One of the first things to realize in coming from a high school to college setting is that accommodations can be similar in some ways, yet different in others.  Some similarities are that students can receive accommodations under Section 504, ADAAA, or both.  Section 504, which is part of the Rehabilitation Act of 1973, guarantees that any student involved in a federally funded program will not be discriminated against with regard to accessibility or accommodations.  The ADA, or Americans with Disabilities Act, was passed in 1990, and expanded the scope of Section 504, and gave more rights to those with disabilities in the areas of transportation and employment, among others. The ADAAA, or ADA Amendments Act, became law on January 1, 2009, and broadens the definition of the term disability, thus providing more rights and protection to a wider range of individuals than were previously covered under the ADA.  Other similarities between accommodations in high school in college are that students receive accommodations after proper procedures have been followed, for example registering to receive services with DAC.  Students also receive support from other departments, if warranted, such as financial aid.  Accommodations themselves might be similar, such as extra time allowed for testing.  Information about the student and their accommodations is kept confidential, and only viewed by qualified staff members, when necessary.
	
Some differences regarding accommodations between high school and college are that accommodations may be covered under the Individuals with Disabilities Education Act, or IDEA, in elementary and high school, while IDEA doesn’t cover accommodations after high school.  The IDEA guarantees that students with disabilities have access to free public school educations, with accommodations to meet their individual needs.  It was previously known as the Education for All Handicapped Children Act (EHA) from 1970 to 1990, when its name was changed to IDEA.
In high school and earlier grades, accommodations are based on success, while at college level, they are based on access.  For example, a high school student might have goals listed in their Individualized Education Plan, or IEP, that state that the student was responsible for curricular goals different than the general curriculum.  In college, all students are expected to complete all assignments as any other student enrolled in a class, but the DAC will ensure that students have reading assignments or other materials in an accessible format.  This puts all students on an equal playing field, and allows them to meet the same academic standards as other students.

Students will most likely make use of more personnel and other staff in high school than in college.  One example of this would be a vision teacher, in my particular case.  If I had something to be Brailled, she would handle it, once I gave it to her, and she also took care of transcribing any tests from Braille to print, so that my teachers could read them.  At college, Braille would be handled by a specific department, and testing by another.  Accommodations in high school are usually set up by the student’s parents or guardian, teachers, or other staff involved with their education, while in college, the student is responsible for being an advocate in the accommodation needs and decisions, and being a direct part of the process.

In high school, students arrange for testing or other evaluations, such as psychological testing, with the school, while in college, students are responsible for setting up such evaluations or tests on their own.  High schools will often pay for these tests, while in college, this is not the case. In high school, therapy is often an accommodation, such as speech, while in college, therapy isn’t provided as an accommodation.
	
When transitioning from high school to college, there are several steps you can take to make the process easier on both yourself as well as college staff and other professionals who might be involved.  Do everything you can ahead of time, such as investigating options for financial aid, filling out appropriate forms with plenty of time before deadlines, so you aren’t scrambling at the last minute trying to get all required information sent to the right offices.  Investigate options for transportation, housing, tuition, and other costs, and do your best to ensure that any assistance you need is in place before payment deadlines arrive.   If possible, try to arrange for mobility around campus ahead of time, especially if you will be staying in the dorms.  I wasn’t able to do this myself, but I think I would have had an easier first couple of weeks if I had.  I managed the transition without being too stressed, but some days were harder than others.  I was trying to get used to campus life in the dorm in general, plus trying to learn my way to my classes, the cafeteria, the library, and so on, which added up to a lot of priorities to balance at once.  It would have been an easier transitioning period for me if I had been able to digest the information in smaller bits, and not start three days before the start of classes, when I moved in.
	
Be sure to prepare for all your classes by studying the material, allowing plenty of time to ask questions, or to get extra help in the form of tutoring.  Whereas some high schools had individual tutors, at MTSU tutoring is available campus wide.  More information on tutoring can be found by going to mtsu.edu/studentsuccess/
	
While doing your best in your classes should always be the most important priority, it is also important to try to find organizations and activities on campus that you think you might enjoy.  This will help you get acquainted with students who share your particular interests, and also will hopefully allow you to feel a part of campus life as well.  As an example, I was involved with the National Federation of the Blind here on campus for a while, and I met a lot of people that I might not have met otherwise.  
	
Moving on from tips in general, here are some specifics about the DAC itself.  While the DAC wants students to succeed on an academic level and advocates for fair and equal access on behalf of all students, it also is careful not to give students an unfair advantage over others.  One example of this is in the area of testing accommodations.  Students are allowed to have extra time on tests, but letting a student work on an exam beyond the approved extra time limit would be seen as an unfair advantage.
	
Be sure to contact the DAC in plenty of time to allow all steps involved in the registration process to be completed fully.  Although registration isn’t complicated, it still takes time to accomplish, and getting started early only helps you to have less stress when classes start.  This also allows students to have accommodations in place at the beginning of the semester, so that if any problem does come up, it can be handled quickly, as accommodations aren’t retroactive.  This means that accommodations only take effect after the student meets with the DAC and requests them, and won’t apply to any point before that.

Registering with the DAC
	
The first step in registering with the DAC is to fill out an application, which can be found by going to Mtsu.edu/dac And searching for “How to Register”, under the “Student” tab.  The application is simple and should be straightforward to fill out.
	
The next step in the process is to submit appropriate medical documentation that verifies any disabilities you have.  Official documentation from a legitimate medical professional, typed on official letterhead, and signed by that professional, is required.  Individualized Education Plans (IEP’s), or other documentation from schools cannot be accepted as medical documentation of disabilities.  Documentation can be faxed, emailed, mailed, or delivered in person to the DAC office.
After you submit appropriate documentation, the next step is to wait for someone at the DAC to contact you to set up an appointment to meet with either the Director or Assistant Director to discuss and agree on accommodations.  If someone from the DAC hasn’t gotten in touch with you after a week has passed, feel free to call and check on the progress of the registration process.  Finally, attend the scheduled appointment, preferably in person, though phone interviews can also be done.