I EP's in theory are great. I so wish I had one in college. I so wish I could have had proper mental health care, as well. You are lucky. The drawback is that it probably will show up when u go for a job. Well at least it could and perhaps you should look into it.

I would ask the career center if they have one or an employment lawyer.

I was an Exceptional Children's teacher for 15yrs and developed IEP's for my students. The coverage under IDEA changes once you reach college age. In other words IEP's are for K-12. You can get some help under ADA and Section 504. I had a friend in college that went through the process of getting help with testing. I'm sorry, but I'm not sure what she had to do. The site I listed below offers a lot of information about the different laws and how they apply to protecting those of us with disabilities.

Personally, I think getting assistance if you qualify is a good idea. The purpose of having ADA or Section 504 in college is to level the playing field. In other words they aren't giving you an unfair advantage, but the opportunity to not have your disability held against you.

One other thing to stress is that at the college level, the student is responsible for making the requests and notifying the office that provides services for people with disabilities. At the K-12 level, the school is responsible for helping the student reach their greatest potential.

I found the important points to remember at the website below, plus they have loads of other information that may be of help.

http://disabilityservices.rutgers.edu/plans.html

Important Points

It is very important to understand that IEPs and 504 Plans do not suffice as adequate documentation to accompany a student to a postsecondary institution since both are required under laws that do not apply once the student attends college. Although students are covered under Section 504 once they get to college, it is a different Subpart, as discussed above. IEPs and 504 Plans are sometimes helpful to colleges but are often insufficient as a sole form of documentation.

The key point to remember is that the purpose of the IDEA is to ensure that students are successful in the K-12 system whereas the ADA and Section 504 only ensure access, because success in college is up to the student!

Overall, the responsibilities of the student and of the school are very different at the post-secondary level. Here are some key points:

Identification

At the high school level, the school is responsible for identifying students with disabilities, testing those students, and providing services.
At the college level, the student must locate the office that provides services for students with disabilities, identify him- or herself to the office, request accommodations, and provide documentation to support the need for accommodations. Any student who needs additional or updated information to support accommodation requests, or who has never been identified before college, is responsible for paying for any testing.

Services

At the high school level, students are typically assigned time to attend the resource room where strategy instruction is taught with a teacher who is specifically trained in working with students with disabilities.
In college, unless the student chooses a school with a specialized program that provides such services, the student must make his/her own appointments at a learning center, where services are generally the same for all students (i.e. no special kind of instruction is typically offered for students with disabilities) and the staff does not typically have special training or background in working with students with disabilities.

Communication

At the high school level, part of a student's plan may include mandated follow-up by school staff to inform parents of the student's academic performance, completion of homework, etc.
A college may not, by law, contact parents about a students academic performance unless the student gives the college permission to do so. Parents wishing to know how their student is doing must ask the student directly or get the student to give permission to the college to release such information.

Accommodation arrangements

At the high school level, a formal plan (IEP or 504 plan) makes it the school's responsibility to arrange for the student to receive accommodations.
At the post-secondary level, the student must, once approved, request his or her accommodations in each instance that they are needed. For example, the student must provide a purchased copy of a text in order to have it converted to an alternative format. For testing accommodations, the student must provide the appropriate office with the dates and times of his or her exams and may be required to have more participation in the arrangements for such accommodations. Colleges are not responsible for knowing a students schedule and arranging accommodations without some form of initiation from the student.

Objective of accommodations

At the high school level, accommodations and services are usually designed to maximize a student's potential.
At the post-secondary level, accommodations are granted to create a level playing field, rather than to help a student reach his or her greatest potential. Often, the reason certain accommodation requests are rejected is that they go beyond the scope of this goal.

It is important to understand that services vary from college to college. Students transferring from one post-secondary institution to another may experience differences in the level of service offered. Any student with questions should contact the Office of Disability Services.

I dont really know about it in high school but in college going to disability services has helped me and I wish I had gone sooner.

I have had many due to physical disability and mental health you would not be as likely to drop out if you had one