The 5 Step College Search for Students with LD

Table of Contents

1- Preparation

2- Understanding Range of Support Services Offered

3 - Researching Colleges for Students with LD

4 - Visiting Colleges

5 - After the Visits

1

Preparation

For a student with LD to succeed in college there must be agreement that the student is ready for and able to handle the social, emotional and academic challenges presented by post-secondary institutions.  The student is ready and should be able to:

  • Self-advocate

  • Describe their learning difference(s)

  • Understand their strengths and weaknesses

  • Understand the skills they developed over time to succeed in school

  • Describe the services received in high school and how they contributed to success

  • Research college options

  • Manage his/her medication and agree to stay on the medication if the student takes it

Make sure the student’s IEP, 504 or Psych Eval is no older than 3 years when you are applying to college; because you will also be applying for academic services

  • If it is out of date, update it before the application deadlines.

  • The paperwork will be used by the educational support program and/or disability services office to evaluate whether the student’s is a fit for a particular school and which accommodations and/or services can be offered.

  • If possible, get assessed for assistive technologies before finishing high school.

Ensure the student is approved for accommodations in standardized testing well in advance of taking the tests (College Board or ACT)

Know that a student with learning differences will need to research college options thoroughly to understand the different levels of academic support offered by colleges.

  • A student will not receive services or accommodations if they do not apply for them and provide the necessary paperwork and disclosure.

  • Understand that IEPs go away once students leave high school. Colleges are only required to provide services as required by the ADA, which means the level of support is generally much less than in high school. In other words, they are not legally obligated to provide anything other than what is deemed “necessary” and “reasonable” to be ADA compliant. Each college and university has its own interpretation of what that means.

  • Students and their parents need to be realistic about what’s available in college and must be strong advocates.

2

Understand the Range of Support Services Offered

Students and parents should be in agreement about which accommodations, services and assistive technologies were essential to the students’ success in high school. There may also have been certain services or accommodations that were denied or altered during high school that the family would like to restore. Families can then let the diagnoses and strategies be the guide to the ideal level of support.

Minimal/Basic (No Additional Expense)

  • Very little accommodations offered; only compliance with federal law

  • No professional learning specialist dedicated to students with learning differences (LD)

  • No separate or distraction-reduced testing environment

  • Must provide documentation to receive accommodations; accommodations must be requested

  • Possible peer tutors

  • Must be strong self-advocate

  • Some small colleges may be able to offer necessary personal attention

Moderate (No Additional Expense)

  • Awareness of and sensitivity to LD, resulting in a range of possible accommodations

  • Academic Support Center (ASC) staffed by at least one certified learning professional

  • Possible involvement in admissions decision regarding potential success of applicant

  • Students encouraged to self-identify LD, must present documentation to be granted services by disability services

  • Can advocate for student, but student is still required to seek assistance

  • Special setting for test taking, usually in the ASC

  • Tutoring - peer or professional

  • Social support opportunities - support groups, workshops, coaching or mentoring

  • Specialized summer program or orientation (Additional Fee)

  • Assistance with EF and study skills, student must seek this service

Comprehensive/Structured Programs (Additional Expense Beyond Tuition)

  • Separate application process required for program admission, including documented LD

  • Separate programs for LD students that are considered part of greater college community

  • Full-time program director, several staff members with degrees and certification

  • Possible involvement in college admissions process

  • Some programs designed only for those with average to superior intellectual ability demonstrated by I.Q. testing

  • Possible step-down level of support as student moves towards graduation, requiring increased independence and self-advocacy

  • May communicate directly with faculty and advocate on students’ behalf

  • Special setting for test taking in the ASC; sometimes with trained proctors

  • Professional Tutors

  • Possible reduced course load advised or required

  • Possible small class sizes

  • Student’s participation in program may be a condition of college admissions acceptance

  • May require student to sign a contract agreeing to active participation

  • Social development - support groups, workshops, self-advocacy training, social skills groups, coaching and mentoring

  • Specialized bridge programs and/or summer orientation program

  • EF and time management coaching

  • May meet 3-5 hours/week 1:1 or in small groups

* Credit to Bass Educational Services, LLC; Understood.org, K & W Guide to Colleges for Students with Learning DIfferences

3

Researching Colleges for Students with LD

After many years acting as your child’s fiercest advocate, you know your child fairly well. But now that you’re starting a college search, do you know what kinds of things to be looking for in a school?

There are three crucial components to executing research into which schools offer the best fit that families need.

  • Talk about goals, wants and needs before creating any lists of schools to investigate.Conduct extensive research online, in books and on the phone when needed.

  • Use research tools that are designed for LD students and their families (see blow). Visit each possible “fit” school in person.

  • Make appointments for tours AND to meet the Academic Support Center or Disability Services Center. Your student must attend all of these appointments.

Your student is more than a set of learning challenges and college will allow him or her to explore strengths, interests and choices. Let your student take the lead in researching and investigating colleges. Hear an expert explain why it can help to have your child take the lead.

There’s a lot to consider when choosing a college for kids with learning and attention differences. Before you and your student make a list of colleges that may be a good fit, keep these factors in mind. Allow your student to consider their individual identity and where she/he envisions being able to succeed in college.

Start by asking questions about where your student pictures herself at college and use the answers to spur discussion about schools that may meet all her needs:

  • Is it near home or in a different part of the country?

  • What is the setting, is it in urban, suburban or rural?

  • How does the college size compare to her high school? Same? Bigger? Smaller?

  • Is it co-ed?

  • Does it have a religious affiliation?

  • Does it have a co-op program to help her get real-life job experience?

  • Does it have a sports culture with lots of team spirit or a culture that doesn’t emphasize these things?

  • Does it have a party scene or a quieter social life? Greek life?

  • Does it offer a variety of clubs and activities?

Research Sources:

4

Visiting Colleges

Visiting colleges and universities is an exciting and important part of the college research process for any college applicant. But for students with LD, it is crucial. Not only should the student understand whether or not he can envision himself on a particular campus, but that student also needs to meet the people who would provide the learning support, accommodations and services to understand what each school’s model of “support” actually looks like. Visit when classes are in session.

Your student should call or email to make appointments for the regular admissions tours, but also make appointments with the academic support centers and offices of disability. The student should be prepared to describe any diagnosed LD, ADHD or processing issues and be able to articulate how he has learned to compensate and which accommodations were needed.

Make appointments for/allow time for:

  • Information sessions

  • Class visits

  • Faculty meetings

  • Admissions interviews

  • Meeting with Academic Support or Disability Services (note the location/setting for these offices, are they in their own facility or tucked away in a corner or basement?)

  • Lunch on campus

Since the school is being considered as a fit for the student and his or her needs, let them lead.

When meeting with the academic support and/or disability services representatives, parents can ask questions, but the student should be able to direct the conversation as well. Questions can include the following:

  • Must my child be accepted through regular admissions before applying to the program?

  • Is there an additional fee for the program?

  • What specific documentation of my child’s disability is required?

  • Will documentation need to be updated each year?

  • How easy is it to personalize the help my child gets when she’s in this program?

  • Does the college have general resources like a writing center and tutoring services, or are they only offered through the academic support program?

  • How different are the specialized services from those offered to all students?

  • Does the staff from the disabilities office or learning center communicate with faculty about the student’s issues?

  • Will my son or daughter still have access to a departmental advisor in addition to the disability office and learning center staff?

  • Do students with LD or disabilities get priority class registration?

  • Does my student have the option of transferring out of this program?

  • If it is a step-down learning support program, how are students transitioned?

  • Does your office judge a student’s acceptance based on different IEP categories?How do allow for good compensation and adaptation skills?

  • Where do assistive technologies fit in? How and where are they provided?

  • Is there as Assistive Technology specialist or just an Information Technology specialist?

  • Please describe the note taking services available to students with LD.

  • Who is on staff in the learning support program and what are their roles?

  • Does the program staff communicate with parents and vice-versa?

  • Are students required to sign a contract committing to active participation?

  • How do students in the program feel about it? How did the program help them?

5

After the Visits

  1. Immediately after visiting, take the time to write down your thoughts and impressions. Be sure to note anything in particular that struck you during any of your conversations.
  2. Send a personalized thank you note to the people you met during your appointments.
  3. Sign up via the Admissions websites for emails and newsletters from any schools you consider a “right fit”
  4. Create a calendar of all the schools deadlines for applications, both admissions and academic support or disability services, and all required supporting documentation
  5. Request a letter of recommendation from a teacher who knows you well as a student; someone who can describe your work ethic and commitment to success
  6. Submit your applications AHEAD of the deadlines
  7. Be open, honest and realistic about your colleges choices