For families of students with learning differences, one really important step in determining if a college is the fight fit is contacting the Disability Services Office. Initially, this relationship will center around documentation.
Continue readingGiven 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.
Continue readingShould students disclose a learning difference on their applications?
Continue reading
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
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:
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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1. A Gap year is a productive time for young people. It is “stopping out” of school, not “dropping out.”
2. A Gap year might seem like an expensive proposition, but when that cost is balanced against the fact that the average time to complete a Bachelors degree is 5 years, and that a GAP experience can arm a student with greater maturity and a stronger direction, parents may actually save money in the long run by funding a Gap year.
I’d be happy to answer questions about Gap experiences, and to make recommendations to you. In the meantime, feel free to take a look at the GAP year PowerPoint presentation that I delivered at Denver Academy.
Mark Montgomery
Educational Planner and Gap Year Fan
This past summer I had the opportunity to visit Dean College in Franklin, Massachusetts. I didn’t really know what to expect. I knew of its strong reputation of helping kids who didn’t do so well in high school to get back on their feet, and I knew they have a strong program for students with learning differences.
I was pleased to find the campus a very pleasant place, with its library undergoing a complete renovation, and the “feel” one might expect from a small, New England campus. Plus it’s a stone’s throw from the commuter rail, and thus an easy jaunt into downtown Boston. I was impressed.
This recent artlcle from the Boston Globe attests to the value of the kind of education Dean focuses upon.
At Dean College, late-bloomers get 2d chance – The Boston Globe
