Yes, I have had students with pretty comprehensive 504 plans for medical conditions (but not for FA-- for Type I and for seizure disorders). They are certainly less comprehensive than high school would be, but that is primarily b/c students are more autonomous in their ability to leave unsafe situations, or to not enter them to begin with. On the other hand, that may INVITE faculty to continue practices that present a barrier to inclusion, since attendance isn't mandatory in lectures or study sessions, for the most part. KWIM? In a college setting a student needs three things:
a) the ability to have the same SAFETY in their learning environment as any non-affected student, and to retain their anonymity about the reason. No cheetos in the lecture hall if the student is MA with contact sensitivity-- and it's not the student's responsibility to tell others to leave food for other times and places-- it's the faculty member's. Faculty also must be willing to make modifications to any exercise, demonstration, laboratory experiment, or classroom activity that poses a DIRECT risk to the FA student. (Most don't, fwiw, but don't be entirely surprised to find food used as a manipulative or as a TRUE part of a laboratory exercise in a collegiate setting.) Even if the use is legitimate, the FA student cannot be asked to compromise his/her safety in order to fully participate. That one is quite basic, but it will definitely require cooperation with the instructor in science and art coursework, where materials may be problematic.
b) the ability to LEAVE an unsafe environemnt without repercussions (even during a lab or exam situation) and without having it called out to peers, and finally
c) to be treated without hostility as a result of those requirements.
Additionally, I'd argue that those in dorm situations need others who are epi-trained (RA, probably) and may need instructors to be willing to be trained, too. This leaves gaps of course, since walking to and from class, etc. are not covered... but those gaps already exist in a high schooler's daily life anyway.
The place where we were told this was "standard practice" was referring to what THEY do routinely for enrolled college students in their programs-- for DD, given her age, and enrolled in a "supplementary summer youth program" this was seen as a "baseline" to start from, and it was clear that at nine years old, she was hardly to be held responsible for self-administering and calling 911. This was also an institution that I've worked for, btw... yes, a public university.
It was quite the smack-down for the program director who had been giving us a ton of grief over Epipen training the course instructors (grad students), I'll say that.
The reason that I mention that is because individual departments and admissions offices may well be CLUELESS about the application of the law to students with LTFA. But disability services offices most certainly are NOT.