In College, we ensure access, but your success depends on you.
Unlike high school, where services like IEPs and accommodations are often proactively managed for you, at TCNJ, the Accessibility Resource Center cannot modify curriculum or guarantee academic success.
Instead:
- You must self-advocate by registering and requesting accommodations each term.
- You provide current documentation, whereas school districts used to evaluate at no cost.
- Your professors maintain academic standards: they support access but do not alter course rigor.
This is your journey, and ARC is here to help you access the path, not navigate it for you.
Differences between High School and College
In high school, support services are driven by the school through the IEP or 504 Plan, with educators often initiating and monitoring accommodations. In college, the process shifts to student self-advocacy—students must request accommodations, provide documentation of disability, and communicate their needs to professors. Colleges ensure equal access under the ADA and Section 504, but do not modify course standards or fundamentally alter programs. The focus moves from success to access.
For more information, view the chart here.
Documentation
Students requesting services from the Accessibility Resource Center (ARC) at TCNJ are required to submit documentation to determine eligibility in accordance with Section 504 of the Rehabilitation Act of 1973, as amended, and the Americans with Disabilities Act of 1990, as amended. The following guidelines are provided in the interest of assuring that documentation is complete and accurate. ARC determines eligibility and appropriate services based on the quality, recency, and completeness of the documentation submitted. All Documentation is confidential and will remain in ARC. Visit the documentation guidelines page to see what is required to determine eligibility for accommodations at TCNJ.
Documentation is generally insufficient if it is the following:
- Medical records or chart notes, X-rays, and prescription notes are generally not sufficient for determining a disability because they often lack the specific details needed to show how a condition currently affects daily life or learning.
- IEPs, 504 Plans, and Summaries of Performance from high school are often not detailed enough for the college level, so additional documentation is needed.
Parent Involvement
Disability legislation (such as The Americans with Disabilities Act of 1990, The Americans with Disabilities Act Amendments Act of 2008, Section 504 of the Rehabilitation Act of 1973, and Section 508 of the Rehabilitation Act of 1973) provides boundaries for appropriate parental involvement, which maintains the long-term best interest of the developing adult at the forefront. Therefore, parental involvement, as it relates to the Accessibility Resource Center, should mainly involve parental advising and encouraging the student from the sidelines. It is imperative that the student learns self-advocacy skills that will translate to future employment and general life experiences. Self-advocacy skills include requesting reasonable accommodations, asking for assistance, and reporting concerns. The Accessibility Resource Center will only take action when the student directly addresses needs. Only in extreme circumstances, such as situations that threaten the health and safety of the student or other students, staff, or faculty, should a parent become involved.
Learn More from the U.S. Department of Education
Students with Disabilities Preparing for Postsecondary Education