This comprehensive guide is designed for you, the parent. We will walk you through the critical shifts in support from high school to college, demystify the disclosure debate, provide a framework for building a strategic college list, and offer actionable advice for crafting a compelling application that tells your child’s unique and powerful story. Your child has developed resilience, creativity, and problem-solving skills that many of their peers have never had to cultivate. With the right strategy, these are the very qualities that will make their college application stand out.
Understanding the New Landscape: From High School Support to College Accommodations
The first and most crucial step for parents is to understand that the system of support your child has known throughout their K-12 education fundamentally changes in college. The legal framework, the responsibility for initiating support, and the nature of the accommodations themselves are all different. Recognizing these differences is key to a smooth and successful transition.
The Critical Shift from IDEA to ADA
In high school, your child’s support was likely governed by the Individuals with Disabilities Education Act (IDEA). IDEA mandates that public schools provide a “Free Appropriate Public Education” (FAPE) to eligible children with disabilities. Under IDEA, the school system is responsible for identifying students, evaluating their needs, and creating a customized educational plan (an IEP) to ensure their academic success. The focus is on success and a tailored education.
Once a student enters college, IDEA no longer applies. Instead, their rights are protected by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973. These are civil rights laws that prohibit discrimination on the basis of disability. Under the ADA, colleges are required to provide “reasonable accommodations” to ensure students with disabilities have equal access to education.
The key difference is the shift from success to access. A college is not required to create a customized educational program or guarantee a student’s success. It is required to provide reasonable adjustments that remove barriers and allow the student to participate on a level playing field.
What Happens to the IEP or 504 Plan?
This is a common point of confusion for families. As one member of our parent community correctly noted, “IEPS do not move into the higher level realm.” Your child’s Individualized Education Program (IEP) or 504 Plan from high school does not automatically transfer to college.
However, these documents are still incredibly valuable. They serve as a history of the accommodations that have been effective for your student. When you register with a college’s disability services office, this documentation will be a critical part of the evidence you provide to establish the need for accommodations. The college will then use this information, along with a recent evaluation, to create a new accommodation plan, which often resembles a 504 plan. As another parent shared, “all colleges now have offices of disabilities. You apply and if you qualify, you get a 504 accommodation plan.”
Common college accommodations include:
- Extended time on exams (typically time-and-a-half)
- Testing in a reduced-distraction environment
- Use of a note-taker or access to professor’s lecture notes
- Audio recordings of lectures
- Use of a computer for in-class essays
- Texts in an alternative format (e.g., audiobooks)
It’s important to note that accommodations that would fundamentally alter the nature of a course, such as reducing the number of required assignments or changing curriculum standards, are generally not considered “reasonable” at the college level.
The Student’s Role: The Rise of Self-Advocacy
Perhaps the biggest shift is the transfer of responsibility from the school and parents to the student. In high school, teachers, counselors, and parents are all actively involved in implementing the IEP. In college, the student must become their own primary advocate.
This means your student will be responsible for:
- Disclosing their disability to the college’s Office of Disability Services (sometimes called Student Accessibility Services or a similar name). This is a confidential process and is separate from the admissions office.
- Providing the necessary documentation (usually a recent psychoeducational evaluation).
- Requesting specific accommodations each semester for each class.
- Communicating with their professors to ensure those accommodations are implemented.
This is a significant step up in independence. As we’ll discuss later, building these self-advocacy and executive functioning skills before they leave for college is one of the most important things you can do to ensure their success.
The Great Debate: To Disclose or Not to Disclose a Learning Difference
This is the question that weighs most heavily on parents’ minds: Should my child mention their learning difference on their college application? Will it be seen as a strength, an excuse, or a red flag? The truth is, there is no single right answer, and as our internal discussions show, even experts and experienced parents have differing, valid opinions.
As one college counseling expert in our community wisely put it, “Various approaches are valid. I would say the best way to proceed is the way he feels best about, in terms of how to present himself to schools. There is no should here.” The decision is deeply personal and depends entirely on your student’s story, their comfort level, and the overall narrative of their application.
The Case for Disclosure: Framing the Narrative
Disclosing a learning difference can be a powerful way to provide context for an academic record and, more importantly, to showcase resilience, self-awareness, and unique strengths.
Consider these scenarios where disclosure can be highly effective:
- Explaining an Inconsistent Transcript: If your child’s grades show a significant upward trend that coincides with a diagnosis or the implementation of new strategies, disclosing the LD can explain that trajectory. As one parent shared, their son’s “treatment coincided with his upward trajectory in grades, which explained the great test scores but average GPA.”
- Highlighting Strengths and Passions: For some students, their neurodiversity is central to who they are and what they care about. A student with ASD who started social media channels to discuss the gifts of neurodiverse people has a powerful story to tell. Hiding the diagnosis would mean hiding their most meaningful extracurricular activity. As one parent of an autistic son noted, “It’s central to who he is so writing about something else wouldn’t have made sense for him.”
- Reframing the LD as a “Superpower”: Some students find success by writing about how their ADHD or dyslexia has fostered creativity, out-of-the-box thinking, or intense focus in areas of interest. This approach shifts the narrative from a deficit to a unique and valuable perspective.
When to Consider Not Disclosing
On the other hand, there are valid reasons to be cautious. One parent in our network made a crucial point: “not disclosing neurodiversity on apps doesn’t exclude the opportunity for SDS [Student Disability Services] services once at college… Still lots of biases out there.”
You might lean against disclosure if:
- The Academic Record is Strong and Consistent: If your child has performed well and their transcript doesn’t have anomalies that need explaining, there may be no strategic need to introduce the LD into the admissions conversation.
- It Risks Sounding Like an Excuse: The application should never feel like it’s blaming lower grades on a disability. The focus must always be on growth, strategy, and resilience. As one of our counselors advised, “If it risks sounding like an excuse or doesn’t add context to the application, it’s better left out.”
- The Student is Uncomfortable: The student must be the one to drive this decision. If they feel their LD is a private matter and don’t want it to be a focal point of their application, that wish should be respected.
A Great College Advice Perspective: It’s a Personal Decision
Our philosophy is that disclosure is a strategic tool, not an obligation. The central question is: Does talking about the learning difference make the application stronger?
If the story of their journey with an LD showcases maturity, resilience, self-awareness, and a unique perspective that admissions officers wouldn’t see otherwise, then it can be a powerful asset. If it doesn’t add a new, positive dimension to their candidacy, it’s often better to focus on other aspects of their life and achievements. Remember, your child can still receive full accommodations in college without ever having mentioned their LD to the admissions office.
How and Where to Disclose: The Common App and Beyond
If you and your child decide to disclose, you have a few strategic options within the application:
- The Personal Essay: This is the highest-risk, highest-reward option. An essay about an LD must be exceptional. It cannot simply be a story of “I struggled, and then I overcame.” It must be a sophisticated reflection on how their unique brain wiring has shaped their perspective, goals, or character. The parent who noted that essays on “overcoming a learning disability” are “very overwritten” is correct. To stand out, the essay needs a fresh, insightful angle.
- The “Additional Information” Section: This is often the best place for a more straightforward disclosure. This section is perfect for providing context for a dip in grades, a late diagnosis, or an unusual academic path. It can be a concise, factual explanation without using the valuable real estate of the personal essay. As one parent advised for a student with a late dyslexia diagnosis, “She can put something in the additional information section.”
- The Activities Section: If the student’s activities are related to their LD (e.g., founding a neurodiversity awareness club, mentoring younger students with ADHD), this is a natural and powerful way to disclose. The focus is on the positive action the student has taken.
Building a Strategic College List: Finding Schools That Truly Support Neurodiverse Students
Not all college support is created equal. While every college is legally required to provide basic accommodations, the quality, depth, and philosophy of support vary dramatically. Finding the right environment is arguably the most important part of this process. We recommend thinking about college support in three distinct tiers.
Level 1: Basic, Legally-Mandated Accommodations (All Colleges)
Every accredited college and university in the United States has an office dedicated to providing accommodations for students with disabilities. At these schools, students who provide proper documentation can receive standard accommodations like extended test time and note-taking support. This is the baseline.
However, at large universities, especially highly competitive ones, this support can be bureaucratic and require a high degree of student initiative. As one counselor in our community warned about the University of California system, “if their learning issues are significant the UCs are not ideal. The quarter system is fast and unforgiving.” While a school like UCLA has a robust Center for Accessible Education (CAE), the sheer size of the student body means a student must be a strong self-advocate to navigate the system effectively.
Level 2: Coordinated Services and Support Programs
These colleges go beyond the basic legal requirements. They may not have a “special program,” but they have a well-staffed, well-funded disability resources office that provides more coordinated and proactive support. This might include access to learning specialists, executive function coaching, or specialized tutoring, often at no extra cost.
These schools are known for a culture of support and a more personalized approach. Examples mentioned by our community include the University of Rochester and Boston University, where students have found top-notch resources and close follow-up. Other schools that often fall into this category include Syracuse University (which has a great executive function program), American University, and Marist University. These schools are excellent for students who are developing their self-advocacy skills but still benefit from a structured support network.
Level 3: Comprehensive, Fee-Based Programs
For students who need a higher level of structure, coaching, and community, a comprehensive, fee-based program can be a game-changer. These programs exist as a “college within a college,” offering intensive academic coaching, executive function support, specialized tutoring, and a dedicated community of peers and staff.
These are the programs that are truly designed to teach students how to be successful in college. The internal discussions at Great College Advice frequently highlight several gold-standard programs:
- The SALT Center at the University of Arizona: Described by one of our counselors as a “MUST,” the Strategic Alternative Learning Techniques (SALT) Center is one of the most renowned programs in the country. It is designed to “scaffold the college transition and teach kids how to college.”
- Landmark College (VT) and Beacon College (FL): These are the only two colleges in the U.S. designed exclusively for students who learn differently. They offer a fully immersive, supportive environment.
- Program-Specific Schools: Many excellent universities offer robust fee-based programs. Our community frequently recommends:
- Curry College (MA): The Program for Advancement of Learning (PAL) is a well-respected, highly structured program.
- Lynn University (FL): The Institute for Achievement and Learning provides comprehensive support.
- University of Denver (CO): The Learning Effectiveness Program (LEP) is known for its strong coaching model.
- Adelphi University (NY): Offers the Bridges to Adelphi Program, which is excellent for students on the autism spectrum.
Key Questions to Ask the Office of Disability Services
When you visit a campus or speak with a representative, you are vetting them as much as they are vetting your student. Here are crucial questions to ask the disability services office:
- What is your student-to-disability-staff ratio?
- What does the process for requesting accommodations look like each semester?
- Do you offer support beyond basic accommodations, such as executive function coaching or learning specialists? Are these services included or for an additional fee?
- How do you help students communicate their needs to professors?
- What is the general attitude of faculty towards providing accommodations?
- Can you connect us with a current student who uses your services and has a similar profile to my child?
College Recommendations from the Great College Advice Community
Our network of parents and counselors has identified numerous schools with strong reputations for supporting LD students. Beyond the comprehensive programs listed above, consider exploring: Hofstra University, Drexel University, Rochester Institute of Technology (RIT), McDaniel College, University of Hartford, and Iona College.
Crafting a Compelling Application: Telling Your Student’s Unique Story
The application is where your child’s academic record, personal qualities, and potential all come together. For a student with a learning difference, the goal is to present a holistic and authentic portrait of who they are—not just as a student, but as a person.
The Personal Essay: Beyond the “Overcoming My Disability” Narrative
As mentioned earlier, the generic “overcoming my LD” essay is tired and often ineffective. A powerful essay will focus on insight, not just struggle. Encourage your child to think about:
- A specific moment of insight: When did they realize their brain worked differently, and what did they learn from that?
- A surprising connection: How has their LD influenced a completely unrelated passion, like art, music, or computer science?
- A humorous take: Can they write with wit and self-awareness about the absurdities of living with a brain that’s always ten steps ahead or behind everyone else?
- Focus on action: Instead of writing about the challenge of ADHD, write about the intricate world they built in Minecraft or the successful business they launched, fueled by their hyper-focus.
The “Additional Information” Section: Your Strategic Tool
Do not underestimate the power of this section. It’s the perfect place to deliver concise, factual information that gives context to the application. This is where a parent or counselor can help the student draft a clear, unemotional statement.
Example for a late diagnosis:
“I was formally diagnosed with a specific learning disability in reading (dyslexia) in the spring of my junior year. While I maintained good grades prior to this, the increased reading load in my AP courses revealed challenges that had previously gone undetected. Since my diagnosis, I have been working with a reading specialist and utilizing text-to-speech technology, which has significantly improved my reading efficiency and comprehension, as reflected in my first-semester senior grades.”
This statement is factual, takes ownership, and demonstrates proactive problem-solving—all qualities colleges admire.
Highlighting Strengths: Activities, Projects, and Talents
The activities list is a prime opportunity to showcase the strengths that may have developed because of the learning difference.
- Creativity: Did they start a YouTube channel, write a novel, or compose music?
- Entrepreneurship: Did their out-of-the-box thinking lead to a small business or a successful fundraiser?
- Advocacy: Did they create a club or resource for other neurodiverse students?
- Deep Focus: Did they become a nationally ranked chess player or a master coder in a specific language?
These accomplishments tell a story of talent and drive that transcends a GPA.
Letters of Recommendation: Who to Ask and What They Should Say
A strategic letter of recommendation can be one of the most powerful tools for an applicant with an LD. The best recommender is not always the teacher who gave them the highest grade, but the one who saw their journey up close.
Consider a teacher, counselor, or coach who can speak to your child’s:
- Growth over time
- Resilience in the face of challenges
- Curiosity and intellectual engagement
- Unique problem-solving skills
One of our counselors offered this brilliant advice: get a letter from someone who can “speak to his growth and how he has persevered through ADHD.” This provides third-party validation of the student’s character and work ethic, which can be far more powerful than the student saying it themselves.
Preparing for the Transition: Building the Skills for College Success
Getting accepted to the right college is only half the battle. Ensuring your child has the skills to succeed once they are there is paramount. For students with learning differences, especially those with executive function challenges related to ADHD or ASD, this transition requires deliberate preparation.
Why Executive Functioning is the Key
Executive functions are the management system of the brain. They include skills like planning, organization, time management, task initiation, and emotional regulation. As one parent in our community lamented about her brilliant child with ASD and ADHD, they can struggle with these skills despite being academically gifted. Another parent noted that their primary concern for their son with ADHD was procrastination, even though he had a high GPA.
In college, the external structure of high school—the bell schedule, daily reminders from teachers, and parental oversight—disappears. Students are expected to manage their own time, break down large projects, and seek help when needed. This is often the biggest hurdle for neurodiverse students. Working with an executive function coach before college can be an invaluable investment.
The Importance of a Recent Psychoeducational Evaluation
To receive accommodations in college, a student must provide current documentation of their disability. High school IEPs are not enough. Most colleges require a full psychoeducational evaluation (including cognitive and achievement testing) that is no more than three to five years old. As one parent correctly heard, “it seems most schools want an evaluation done after age 16 to be considered for college purposes.”
If your child’s last evaluation was in middle school, you should plan to have a new one completed during their junior or senior year of high school. This updated evaluation will provide the specific diagnosis and recommendations that the college’s disability services office will use to create their accommodation plan.
Fostering Independence and Self-Advocacy Skills Now
Start practicing for college-level independence now.
- Let your child take the lead in conversations with their teachers.
- Have them manage their own schedule for assignments and extracurriculars.
- Encourage them to research and understand their own learning profile and what strategies work best for them.
- Role-play conversations they might have with a professor or a disability services coordinator.
The parent who acknowledged providing “organizational support throughout high school” for their child is now facing the critical task of transferring that responsibility. The more your child can practice these skills with a safety net at home, the more prepared they will be for the independence of college life.
Ready to find your dream college? Contact Great College Advice today.
