Life, College & Work—Accommodated
Leaving high school is a big transition for any young adult and even more so for those with a disability. The supports they received under the IDEA law at school will end when the student receives a regular high school diploma or when the student ages out. They will need to request accommodations on their own in college, job training programs, workplaces, and daily life.
Adults with disabilities still have rights under the American with Disabilities Act (ADA) and the Rehabilitation Act, but these protections do not automatically provide services. To get accommodations, your young adult will need to:
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- Tell the school, employer, or program that they have a disability
- Ask for the accommodations they need
- Share documentation explaining why the accommodations are necessary
This guide offers practical steps to help your young adult understand their disability, communicate their needs, and access the supports that will help them succeed.
A Note About Age of Majority in Utah
In Utah, individuals are legally recognized as adults at age 18. At that point, they assume responsibility for their own decisions unless an alternative legal arrangement has been established.
These include:
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- Educational rights transfer to the student at age 18 unless the court has awarded full guardianship or limited guardianship with educational rights.
- Parents no longer automatically receive school or medical information unless consent is given.
- Many adult services require your young adult to apply on their own and meet adult eligibility criteria.
- Most supports for adults must be applied for directly by your young adult and follow adult eligibility requirements.
- After age 18, your young adult will need to request services themselves and qualify under adult eligibility rules.
- Adult programs often require the young adult to take the lead in applying and meeting adult-specific eligibility standards.
Help your young adult learn three important things to request accommodations
1. Know the name and details of their disability
Understanding their disability can help your young adult feel more confident. Share simple, factual information that explains both their strengths and challenges. You may need to talk about this many times as they grow and better understand themselves.
2. Know which accommodations worked in the past
Help them remember what supports helped at school (and what didn’t). Think of these supports as “tools in a toolbox.” When they know which tools work, they can choose the right ones for new situations.
3. Think about new accommodations they may need as adults
College, training programs, or jobs will bring new challenges. Talk with your young adult about:
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- What helped before
- How those supports might change
- What new tools they may need
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Accommodations in College and Training Programs
In Utah, all public colleges and technical programs provide accommodations under Americans with Disabilities Act (ADA), but students must request them on their own. This means your young adult can still receive accommodations, but the process is different from high school. They must take the lead in asking for support, and:
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- Every school has a formal process for requesting accommodations.
- Students must contact the school’s disability resource office to set up services.
- They will need to share documentation that explains why accommodations are needed.
- Accommodations may look different from those used in high school, but support is still available.
Job Accommodations in Utah
Adults with disabilities continue to have workplace rights under the ADA, and Utah adheres to these same protections. This means your young adult may request adjustments that support them in performing their job duties. These adjustments are known as reasonable accommodations.
In Utah:
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- Utah employers with 15 or more employees are subject to Title I of the ADA, which means they must provide accommodations to “qualified” employees.
- Employers must provide reasonable accommodations unless it causes serious difficulty or cost.
- Young adults must ask for the accommodation themselves and explain which job task is hard because of their disability.
- They may need to share simple documentation from a doctor or therapist.
- Employers should work together with the employee to find a solution. This is called the “interactive process.”
- The Job Accommodation Network (JAN) is a free national resource that Utah workers can use to explore accommodation ideas.
Utah also has programs that can help people with disabilities find and keep jobs:
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- Workforce Services Vocational Rehabilitation (VR): Helps with training, job coaching, and planning.
- Alternative State Application Program and Work Ability Internship: Programs that support hiring people with disabilities into state jobs.
When and How to Share Information About Their Disability
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Choosing to Disclose
Sharing disability information is called disclosure. Disclosure means telling only the information needed to get accommodations or help. It does not mean telling everything.
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- Remind them that they don’t need to use the word “disability”: they can frame it more neutrally, “I need an adjustment,” or “I’m having trouble with this task because of a health condition.”
- Teach them that they can request accommodations at any point: during hiring, after being hired, or even later if their needs change. (This is true at least in university settings and often in workplaces too.)
You can practice this through role-playing. For example:
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- A boss might say,
“I see you use a wheelchair. How will you move the parts from your station to quality control?” - Your young adult could reply,
“At school, I used a tray that was attached to my chair. It worked really well.”
- A boss might say,
An employer can ask about doing job tasks, but cannot ask directly about a disability.
2. Meeting Needs Without Disclosure
Some young adults do not want to disclose their disability. This can be hard for parents, but it is their choice. You can still teach them helpful strategies people use every day, such as:
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- Taking a short break after a stressful call
- Making lists to stay organized
- Asking a supervisor for help with new tasks
- Working a later shift if mornings are difficult
- Carpooling or taking a bus if driving is stressful
- Prep meals for ahead time
Everyone uses strategies to manage stress, time, and responsibilities. Share your own strategies and help your young adult find ones that work for them. With the right tools, they may succeed without needing to disclose their disability.
Transitions Take Time
In Utah, families often need to work with several systems at the same time—such as education, employment, and adult services. It helps to keep communication open, begin planning early, and include your young adult in every step of the process. With practice, they will become more confident in speaking up for themselves.
Resources
At 18, financial and health benefits change. Many Utah families find it helpful to review SSI, Medicaid, Work Incentives, and eligibility rules early:
- SSI
- Medicaid: Traditional and disability
- Medicaid Work Incentive Program
College/Tech School Disability Accommodations:
BYU: Accessibility Center
Davis Technical College: Disability Services
Mountainland Technical College (MTEC): Accommodation Coordinator
Snow College: Disability Services
SLCC: Accessibility and Disability Center
UofU: Center for Disability & Access
Utah State: Disability Resource Center
Utah Tech: Accessibility and Disability Center
Weber State: Disability Services
Job Accommodation Network (JAN)
Phone: 800-JAN-7234
Website: jan.wvu.edu
Provides free guidance on workplace accommodations and disability needs.
National Collaborative on Workforce and Disability for Youth
Phone: 877-871-0744
Website: ncwd-youth.info
Offers helpful materials, including The 411 on Disability Disclosure.
U.S. Department of Labor – Office of Disability Employment Policy
Phone: 866-633-7365
Website: dol.gov/odep
Provides tools and guides on disclosure and accommodations in school and work.
