AS A LEARNING DISABLED STUDENT 

Students with a Learning Disability not only have to be concerned with the same items as their non-learning disabled peers when doing a college search, but they have additional items which must be addressed.           

Colleges look for ways to accept students and not, as is sometimes thought, ways to reject students.  And not being accepted doesn’t mean a student can’t do the work.  There are many factors that enter into the process.  Just as students look for colleges they think can meet their needs, colleges want to accept students whose needs can be met, and whom they feel can meet the challenges of staying in once enrolled.  In other words, colleges try to ensure a good match between college and student. 

Hopefully, this information will help students and parents in the college search process and will begin to address some of those items that concern students with Learning Disability. 

A GUIDE FOR CHOOSING A COLLEGE

FOR STUDENTS WITH A LEARNING DISABILITY

As a student with a learning disability, you must consider the same things as all other students when considering a college – plus a few more. 

What Is My Level Of Preparation? 

Is my Individualized Education Plan up-to-date, including individual testing?

Did I take a college preparatory program?  With or without special education assistance?

Did I have the same assignments as my non-disabled peers?  With or without modification?

Did I receive individualized help?  In what subjects?

What kind of tests am I used to taking?

How good is my vocabulary?

What are my academic weaknesses?

Am I an independent learner?

What About College Services?

Colleges will give you an opportunity to identify yourself as having a disability.

Ask specific questions based on your needs.  (Make a list of questions.)

Request detailed explanation of program.  (Admissions Office and/or Office of Disability Services/Office for Special Needs)

What Are Some Questions I Should Ask?

Are tutors available?  How do I make arrangements?

I have a reading difficulty; are there textbooks on tape?

Do you provide extended time for tests?  How do I arrange this?

Can someone proofread my assignments?

Can I get help with my written work?  My math?  Etc.

Check List  (taken from:  HEATH Resource Center, Washington, D.C.)

Update your IEP and transition plan

SAT’s taken (with accommodation if eligible)

LD evaluation is up-to-date

Colleges with LD support are narrowed down to five or six

Arrange for visits and interviews

Consider writing a cover letter describing your disability

Be alert for early deadlines for some college LD programs

Carefully select persons to write recommendations

Submit completed applications to your guidance counselor three weeks before deadline

Pick up Financial Aid Form in the Guidance Office

DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE  

High School                                                              College

36 weeks, 6 hours per day, 180 days                         30 weeks, 12 hours per week

Homework: 1-2 hours per day                                    Homework:  4-5 hours per day

Tests are weekly, at end of chapters and                     2-4 tests per semester

frequent quizzes

Teachers take daily attendance                                   Daily attendance not necessarily taken

Teachers do notebook checks                                    No notebook checks

Teachers use a variety of teaching methods                 Teachers mainly lecture

Chapters are followed in textbook                 Textbook is often not taught, but must be read

Day is structured                                              Biggest problem is “Should I go to class?”

From:  CACLD and Marshall University – H.E.L.P. Program 

BEING LEARNING DISABLED AND SUCCESSFUL IN COLLEGE …

Study Habits

Find a quiet place to study.

Exercise, get enough sleep, eat well, and take breaks when studying.

Plan 2 hours of study time for each hour of class.

Schedule regular study hours.  Study at same time each day.

Plan no more than 1 hour blocks of study time.

Schedule study periods before and after classes.

Work on most difficult classes when you are most alert.

Use a multi-sensory approach:  read aloud; write date, names, etc., on desk top with index finger while saying aloud.

Reward yourself for using study time effectively.

Allow time for fun. 

Scheduling

Put all due dates on large desk calendar (can’t lose it!)

Post your schedule on dorm wall to remind you when you are to be in class, be tutored, etc.     

Carry a reduced course load until you know that you can carry a full load successfully.  Don’t set yourself up for failure.

Make out weekly schedule showing due dates.  Post on dorm wall.

Color code schedule:  blue for classes; red for tutoring; green for study; and yellow for fun time.

Studying for Exams

Find out what will be covered on exam from professor – not another student.

Attend classes faithfully, especially before test.

Set up temporary study schedule to prepare for a big test.

Catch up on missing assignments, blank spaces in notes; read over old tests.

Make up study aids to review (main idea lists, definition sheets, time lines, or flash cards). 

Re-read and memorize highlighted material in text and notes.  Read aloud and visualize what you read.

Read recently covered material.  It may be on test!

Participate in study group.  The discussion will help.

Take trial test.  Predict what will be on exam.

Get a good night’s sleep before exam.

Stay away from anxious students who may upset you before exam.

Relax and be early for test.

Reading Textbooks

First, read the Introduction, Table of Contents, and look at pictures and charts to familiarize yourself with overall purpose of book.

Learn to read selectively (those who read slowly must learn WHAT to read).

Read main headings in chapter first and highlight them.

Next read supporting ideas.  Highlight in a different color.  Highlight as little as you can.  A phrase may be enough.

Read questions at end of chapter and Summary so you’ll know what the author thinks is important.

Writing a Paper

Always begin with a structured outline.

List main ideas first.  This will help you to see overall picture.  Then add supporting ideas.

Read directions for style of writing paper.

On weekly schedule plan definite times for library research.  Ask tutor to help you learn to gather information for paper.

Use index cards.  Write author, title, etc., at top.  Paraphrase material on card.

Using outline, write paper.  Write one or more paragraphs for each main idea, depending on desired length of paper and topic.

Use computer with spelling corrector disk.  Follow outline you made.

Proofread paper.  Get tutor to proofread paper.

Begin work when assignment is made.  Do NOT put off until last few days.          

A TIMETABLE FOR TRANSITION PLANNING FOR STUDENTS WITH LEARNING DISABILITIES

(Taken from Journal of Learning Disabilities)

Grade 9

Demonstrate independence by writing some of their own IEP goals.

Select classes with parent input that will prepare them academically for college or vocationa/technical school.

Develop and use social skills.

Learn what learning disabilities are and are not.

Develop an understanding of the nature of their disabilities and learning styles.

Grade 10

Self-advocate with parents, teachers, and peers.

Be an active member of IEP meetings.

Clarify the exact nature of their LD by reviewing psychoeducational report with LD specialist or school psychologist.

Try out accommodations and auxiliary aids that LD teachers deem appropriate (e.g., taped texts, note takers, laptop

computers, extra time on exams.)

Know how, when, and where to discuss and request needed accommodations.

Take PSAT’s.

Gain a realistic assessment of potential for college or vocational technical school.

If college bound, select solid college-prep classes.

Balance class schedules by not taking too many difficult classes in the same semester, or classes that play into an area of weakness.

Participate in extracurricular events and community activities.

Meet with guidance counselor to discuss PSAT scores.  Discuss strategies for improvement.

Learn about technological aids, such as hand-held spell checkers and lap top computers.

Know how to access information from a large library.

Arrange with counselor to explore career options and interests through a computer-guided career search.

Apply for a summer job or volunteer position.

Grade 11

Review IEP and ITP for any changes or modifications for upcoming year.

Present a positive self-image by stressing strengths, while still understanding the influence of the learning disability.

Consult several LD college guides and meet with a college advisor to discuss realistic options.

Use college computer searches in helping to further define college choices.

Explore advantages and disadvantages, given the learning disability, of community colleges, vocational-technical schools, and four-year colleges.

Arrange for PSAT’s in mid-October.

Start with a list of 15-20 colleges and request general information about the institution and specific information about the LD services offered.

Review results of PSAT’s with counselor and plan for SAT’s based on results.

Narrow college listing to 10 preliminary choices based on competitiveness, location, curriculum, costs, level of LD support, etc.

Finalize arrangements of the SAT’s with necessary accommodations, if appropriate.

Request any additional information needed from the college (e.g., applications to LD program, specific fee information, financial aid forms, etc.)

Discuss with parents, counselor, general education teachers, and LD teachers the anticipated level of LD support needed in a postsecondary setting.

Attend college nights.  Ask college representatives your own questions.

Narrow postsecondary options down to 5 or 6 schools that range in competitiveness and levels of LD support.

Arrange in advance for campus visits and interviews.  Consider sitting in on a class, or arrange to meet college students with learning disabilities  who can share their experiences.

Meet with the designated LD services coordinator to determine the level of support offered and to assess the nature of the services offered (e.g., remedial, compensatory, learning strategies, etc.).

Stop by the campus student assistance center to determine availability of services.

Follow up with a personal thank-you note after the campus visit.

Consider a private LD preparatory school or a “13th-year” program, if postsecondary education does not seem to be a viable option.

Apply for a summer job or volunteer position. 

Grade 12

Update IEP and ITP and follow up on a quarterly basis.

Retake SAT’s to improve scores.

Confirm postsecondary choices and options with guidance counselor and parents.

Select several colleges that are “safe bets” for admission, several reasonable reaches, and one or two “long shots.”

Note all application deadlines.  Finish application process carefully.

Write a personal cover letter describing disability to accompany application, if desired.

Be alert to early application deadlines for some LD college programs.

Submit completed applications to counselors at least 3 weeks in advance of deadlines.

Carefully select persons to write letters of recommendation:  recognize that such letters may include comments about the learning disability.

Arrange to have high school midyear grade reports sent to colleges.

Pick up all necessary financial aid forms from guidance counselor.  Remember that males who are 18 years old must register for the draft to be eligible for federal aid funds.

Wait for the news from colleges … If the news is good, then:

1.       Rank-order postsecondary choices based upon ability to compete successfully and the provision of support services to meet unique learning needs.

2.       Notify all schools of your decision.

3.       Pay housing deposit by May 1st, if appropriate.

4.       Arrange to have final high school transcript sent to the college.

5.       Carefully consider course load depending on the competitiveness of the college, the level of course difficulty, and time needed to work with LD support staff.

Wait for the news from colleges … If the news is not good, then:

1.        Appeal the admissions decision, especially if some new LD-relevant data were not considered.

2.        Pursue a variety of alternatives, including applying to a less competitive college with a rolling admissions policy, enrolling in a postgraduate year at an LD preparatory school, or enrolling in a community college with academic support services.

3.        Consider taking a college course for credit over the summer at a community college, or in conjunction with a special summer orientation program.

 TIPS FOR COLLEGE BOUND STUDENTS WITH LEARNING DISABILITIES

(Taken from CACLD)

Students with learning disabilities need to make an appropriate match between what the college has to offer them academically and what the institution provides for them in the way of special support services.  Students, teachers, counselors, parents and post-secondary educators need to work as a team to determine what the student may need and what services are actually available.

Search for schools that have comprehensive programs whose campuses are aware of the needs of students with learning disabilities.  Services to look for in comprehensive programs include:  one-to-one subject area tutoring; test accommodations, such as extended or untimed exams; note takers; taped textbooks; special study skills classes; individual registration advising; summer orientation programs; and student support groups.

Explore post secondary options early.

Consult with teachers and counselors, and read college guides such as Peterson’s Colleges with Programs for Students with Learning Disabilities, to find out about potential college support programs.

Find out if there are any special admission policies for students with learning disabilities.

Visit as many of the schools possible.

Talk individually to support program staff and students currently using the services.

Foster self-advocacy skills, encourage independence and make sure the person with the learning disability is directly involved at all levels in the college-bound process. 

RESOURCES

The Princeton Review 

            The K&W Guide to Colleges for the Learning Disabled

Peterson’s Colleges 

            Programs for Students with Learning Disabilities

College Guide for Students with Learning Disabilities, by Annette Scalafani and Michael J. Lynch

Lovejoys 

            College Guide for the Learning Disabled

On the Web 

            Learning disabilities Association

            http://www.ldamatl.org/ 

            Association in Higher Education and Disabilities (AHEAD)

            Gopher.acs.ohio-state.edu