Written by Marybeth Kravets, co-author of The K&W Guide to Colleges for Students with Learning Differences.
Values and Strengths of Students with Learning Differences
College-bound students with learning differences are not labels, but individuals. As I (Marybeth) like to say, “Labels are for jelly jars.” Having a learning difference means you’ve navigated the rigorous academic landscape, developed compensatory learning strategies, and are heading into this journey like all other college-bound students.
Some values many college-bound students with learning differences share include:
Pride in their accomplishments
Insight into how their learning difference has shaped them
Acceptance
Ability to articulate their learning difference
Patience
Commitment
Still, high school is different for many students with learning differences. That’s why researching whether colleges that meet all the standard criteria will also offer the right level of support. To this end, here are...
A Few Important Considerations For Students with Learning Differences During High School
What accommodations do you use in high school? What accommodations are officially stated on your IEP (Individualized Education Plan) or #504 Plan? Do they match? Do they include every accommodation that is appropriate?
Homework and Classroom Accommodations could include:
Teacher’s notes
Notetaker
Chunking large assignments or projects
Preferential seating
Use of calculator
Use of computer
Access to audiobooks
Weekly check-ins
Clarification of directions
Breaks as needed
Testing Accommodations might include:
Extended time on tests and exams
Reduced distraction location for tests and exams
Use of calculator
Use of computer
Testing across multiple testing days
Small group testing
Clarification of directions
Breaks as needed
Scribe
Oral exam
Spell-checker
When was your most recent psycho-educational evaluation done? Most colleges won’t grant accommodations unless you were evaluated within the last three years at age 16 or older.
Assessments might include:
Woodcock-Johnson Cognitive Battery
WAIS (Wechsler Adult Intelligence Scale)
Nelson-Denny Reading Test
TOWL (Test of Written Language)
KAIT (Kaufman Adolescent and Adult Intelligence Test)
What questions should students with learning differences ask when looking for a college?
Is the college “test optional” or does it require an ACT/SAT score for admission?
Are course waivers or substitutions available if I have appropriate documentation?
What kinds of support does the college offer? Do they provide a structured program with a fee for services, or only what colleges are required by law to provide?
Who is the staff providing this support? Are they certified in learning disabilities?
What is the route into my intended major? Will I be directly admitted as a first-year student or not allowed to declare my major until the end of my second year? Is the major GPA-driven?
How are professors notified that a student is eligible for accommodations? More importantly, are professors instructed on teaching to students who learn differently?
It’s important to discuss this with your counselor, if you have one, to make sure you’re on the same page. You might look at your high school transcript to see if any courses reveal you were in a resource room or enrolled in a learning strategies class. If so, disclose.
Does your transcript show a weakness in a specific discipline like math or science? If so, you might disclose the reason for the struggles. If you made awesome progress in high school and learned the strategies to successfully navigate through your learning differences, maybe contrast where you were before with where you are now.
Bottom line: it can be great to disclose and show your pride and ability to deal with setbacks or obstacles.
What if I have particular questions for particular colleges?
Start with the college’s own website. If you have trouble finding disability services there, this may be a sign the college sees disability support on campus as relatively unimportant. Talk to your high school counselor, high school special education case manager or department chair, or the college disability office.
Twelve Essential Tips for Students With Learning Differences
The IEP is terminated at high school graduation.
Colleges use a #504 plan for securing accommodations/services at college.
Be sure to take a copy of your current #504 Plan and/or your most recent Psycho-Educational testing to request accommodations in college. Keep these electronically somewhere so you always have access to them.
Knowing the accommodations you received in high school is important in order to match these requirements in college.
Know what accommodations federal law mandates colleges provide by federal law and what is “not required” by law.
Tutoring is not a mandated service. Ask about your professors’ office hours. Know the process for signing up for a tutor where tutoring is offered. Ask if there is a limit on how often you can seek the help of a tutor.
Be familiar with all the resources on campus such as the Writing Center, Technology Center, Tutoring Center, and Counseling and Health Services
Find out if you are eligible for professor’s notes. If so, how do you access them?
Students 18 years old or over have to sign a FERPA waiver to allow their mother/father/guardian permission to talk to disability services.
Ask in advance about an “official” date to drop courses in college without the penalty of a grade. Put that date in your calendar. (That’s a good idea for all students, incidentally.)
Meet your professors before class to discuss their process for securing your accommodations. Where do you take your tests with extended time, for example? Do you have to ask in advance of each quiz or test?
Know that being a self-advocate is one of the most important skills for success in both college and life. Do you seek help when needed? Do you ask for clarification of assignments? Do you reach out in advance of deadlines to ask for an extension of an assignment?
Learn to articulate your learning disability. In fact, write the description down and practice telling your story. Make sure you understand the impact of the learning difference so you can “teach the teacher.” If you meet resistance from a professor, don’t just clam up, take your concerns to the Office of Disability Services. You have a diagnosis that allows for specific accommodations and knowing your intended college can meet your needs is really important.
Keep the macro goal in neon lights and remember that getting into a college is just the beginning. Speak with confidence and pride; live bravely and take reasonable risks. You got this.
