Compatibility & the Disability Services Office – Do you need it?

Given that self-advocacy is equated with success, establishing a positive relationship with a college or university needs to be a top priority. So, over the next couple of days, I’ll talk about how to go about establishing a relationship with the Office of Disability Services.

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Advantages to Disclosing a Learning Disability

Once a student is admitted to a college or university, there are definite advantages to disclosing a learning disability.

  • Disclosure provides your student with legal protection under the Americans with Disabilities Act (ADA). Without discloser, he is unprotected, despite that fact that he has a diagnosed disability.
  • Students who are coming from a supportive high school environment with lower expectations and a lighter workload will likely have some difficulty navigating the college system without some guidance. Students who remain “independent” in the first semester frequently struggle and end up with less than satisfactory grades. Disclosure makes your student eligible for accommodations such as extra time, a note-taker, and a distraction-free testing environment. The identification and use of these accommodations will increase the likelihood of his academic success.
  • Disclosure may give your student the opportunity to enroll in fewer classes while still being considered a full-time student for insurance purposes. If you suspect your student may not be able to handle a full course load, and the psycho-educational testing supports this, your student may be able to add “Reduced Course Load” to his list of accommodations.

Deciding whether or not to disclosing a learning disability is just the beginning of a series of challenges your student will face as he  matures. Remember to weigh the options and their consequences carefully, and remember, meeting this challenge is part of becoming a successful and independent adult.
Heather Creech
Educational Consultant for Students with Learning Challenges

Why College-Bound Students Choose Not to Disclose Learning Disabilities

Yesterday, I provided some information that can help you sort out if self-disclosure is necessary. Today, I’ll review some  reasons why some students opt not to disclose their learning disabilities on the initial application.
Generally speaking, students who choose not diclose the presence of a learning difference is because they do not want to give a college any reason to generate preconceived notions about them. Unfortunately, most people do not understand the varied range of learning disabilities, such as dyslexia, processing disorders or ADHD. To make it even more confusing, learning issues are invisible so the behavior of students with learning differences is often misinterpreted. Some students simply do not want to risk the possibility that an uninformed individual will review their applications.  Your student may want to disclose a disability, however, if he meets the following criteria:

  • He did not take all of the high school classes that a college requires for admission, such as a foreign language, and the college is willing to waive those requirements for LD students.
  • Your student’s grades were consistently lower as a result of his learning disability.
  • His learning disability was identified later in his high school career, and his grades noticeably improved after it was identified.
  • Your student’s learning disability contributed to the classes and activities he pursued in high school. An explanation of the classes will help an admissions officer better understand him as a student.

If you’re hesitant to disclose your learning difference on initial applications, be sure to weigh the pros and cons because the ramifications of your decision can results in dire consequences.  Tomorrow, I’ll discuss some advantages to disclosing a learning disability.
Heather Creech
LD Educational Consultant
Technorati Tags: Learning Differences, Learning Disabilities, Learning Challenges, Disclosure

Finding the Right Fit – Levels of Support for LD Students at the Post-Graduate Level

LD students walking

Students with learning disabilities and ADHD are applying to colleges and universities at increased rates. And while colleges and universities are making progress in leveling the academic playing field for qualified students, campus attitudes and special services programs continue to vary. Unlike public schools, colleges and universities are required by law only to make “reasonable accommodations” for qualified students with learning challenges. Thinking about disability support programs in terms of three main categories will help students and their families determine which college support programs are a good fit.

“Basic” programs are also referred to as limited, self-directed or decentralized programs. And they only offer accommodations required by law, such as note-taking assistance and un-timed testing. Most colleges and universities fall into this category and are best suited for students who received consultative services only at the high school level. For students with on or near grade level reading, writing and math skills, strong self-advocacy, and consistent time management skills. The assistance of basic programs provide the necessary accommodations for academic success.

At the next level of support are programs described as “coordinated” services. These programs provide services beyond the required level. Students will have access to at least one specially trained staff member who may have input on admission decisions. And offer study skills classes, tutors, and other support services at no additional charge. These programs are typically best for students who demonstrated on or near grade level skills in high school. But needed support in requesting needed accommodations and in effectively managing their time.

Programs offering the highest level of support are described as “structured” or “proactive” programs. They often require students to sign a contract and charge additional fees ranging from $2,000 to $8,000 a year. They offer modified coursework and specially trained staff that monitor individual student progress. Fewer than 100 schools fall into this category.

To determine the best program for your student, students and their families should schedule a meeting with the Disability Services Program on campus. Sitting down with staff from the disability services program. Which every college and/or university should have. Will give you an opportunity to learn more about the program, the staff and the services available to students with learning challenges.

Once your family has had the opportunity to see the program and meet its representatives. You and your student will be better able to evaluate the college’s academic and extracurricular activities, college climate and its disability supports for getting you in – and out of – college.

Heather Creech
LD Educational Consultant

Choosing the right college location: How independent are you?

Yesterday, I began this series with a general introduction to how students with learning differences can begin their search for the right college. Today, we are going to focus on location, location, location!

Moving away from home can be challenging for all students regardless of whether or not they have a learning disability.  However, some students with specific learning challenges may experience higher levels of anxiety and may not yet be prepared to live independently. Determining whether location of the college campus should be a priority in selecting a college is dependent on several factors.  Consider the following questions:

  • How independent is your student now?  Does she independently manage her responsibilities or does she need adult guidance?  Does she independently manage things like cooking, doing her laundry and managing her finances?
  • Is the college located in a small town or in a large city?  How will this impact your student’s decision?
  • If your student chooses to live at home, how far of a commute is it to the college of her choice?  Is public transportation available?  Can she access it independently?
  • Does your student want to live with a roommate or does she prefer to live alone?
  • Is your student able to say no to peer pressure?

Your answer to these questions will help you evaluate your student’s level of academic and social independence.  Beyond this, also consider things like accessibility to medical providers, access to transportation, and your student’s ability to maintain relationships with family and friends within a specific mile radius.
Look for the last installment in this series tomorrow.  I’ll review the importance of evaluating career goals and how they play a part in selecting the right college for students with learning differences.
Heather Creech
Expert in College Placement for Students with Learning Differences
 
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Students with Learning Differences: Getting Started with the College Search

Some students yearn to “be like everyone else,” to not stand out.  They spend energy and effort in trying to make it without any special accommodations. Some students succeed, although typically at considerable cost in time and energy. Others simply fail.  Some students spend lots of time worrying if their grades are deserved or if they are being graded too liberally. They want to make it in spite of their disability, not because of it. Some students come from sheltered high school settings where many things were done for them. When they arrive at college, they have many unfulfilled expectations and feel angry and bitter about the perceived lack of support. Some students are able to adjust to the rigors of college; many others, unfortunately, do not.
Most students who have difficulties in postsecondary education, however, do not fall into any of these categories. They experience difficulties because they are not good at letting others know what they need in order to be successful. In other words, these students have poor self advocacy skills.  There are many different reasons why students may not be good at communicating their needs. Some feel shy about approaching professors.  Others are reluctant to ask for needed accommodations because they do not want to be a burden or because they do not want to be treated differently. Some do not know what to say and what not to say to professors. Others fear that their request will not be honored or respected.  Regardless of the reason, research shows that when students get assistance from their professors, they feel more positive about themselves and their professors, and they increase their chances of academic success.
Your student can become her own advocate by becoming proficient at realistically assessing and understanding her strengths, weaknesses, needs, interests and preferences.  The first step is to sit with a professional and review the documentation to be sure your student understands and can effectively communicate her area of disability.  Be sure she is comfortable and confident in communicating her areas of strength and weakness as well as all accommodations she has benefitted from in the past.  The next step is to complete a self-assessment and examine critical questions involving your student’s level of motivation and independence.
Author Michael Sandler identifies six questions to assess self-motivation and independence in students with ADHD that can be adapted to students with any learning difference.  These questions can help identify specific attributes that you and your student must consider in a researching an appropriate college setting:

  • Did you need support and structure in high school?
  • Do you routinely need help from others to keep you motivated and focused?
  • Do you thrive on individual attention from teachers?
  • Do you prefer to immerse yourself in a subject?
  • Do you need a high energy environment?
  • Do you have trouble falling asleep?

Once you have examined your student’s needs and preferences, consider other elements, such as the location of the campus and your student’s career goals. In making the decision to attend a college or university, one obstacle is to select a college that best matches individual needs.  Students with learning challenges must not lose site of the fact that college life extends beyond a student’s academic needs. Rather than basing the decision solely on whether or not the college has a strong Disability Services Office, be sure the college can meet all your needs and preferences including academic supports and social opportunities.  Remember, there are a variety of resources available to students with learning differences.  So, comparing your student’s academic and social abilities to the expectations of the selected colleges is a critical factor in selecting the right college.
Tomorrow, I’ll continue with how to consider which location would be best for you.
Heather Creech
Educational Consultant Specializing in Learning Differences
 
 
 
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