Learning Disabilities: 18 Critical Factors for a Successful Postsecondary Transition

Since students with learning disabilities are at higher risk in college, they must allow adequate time to prepare for postsecondary success now. Taking the eighteen factors below into account increases the likelihood that the transition from high school to college will be as smooth as possible.

1. To begin your college search, make a list of desirable qualities in a school (ie, commuter / residential, size, location, etc.) Allow your parents to narrow down your list to their acceptable options. Then once you see where they accept it, you know that all of those schools are “parent approved.”

2. Perseverance it is the single most important factor in college success. Second are the ability to delay gratification (that is, say “no” when your friends are dating, but you really should study) and an organizational system that works for you. The sooner you work on these three things, the easier college will be.

3. In college, you are a legal adult and need to articulate your disability on your own. Self-management goes hand in hand with this; it is critical to meeting your needs in college.

4. If you are serious about school, ask to meet a successful Disability Services student. Before making your final decision, ask if you can spend the night with that student. You will have a better idea of ​​whether or not you would feel comfortable at that university.

5. FERPA – The Family Educational Rights and Privacy Act is a federal law that protects the privacy of student education records. Keep this in mind, though: your parents’ support has helped you get to where you are today. Considering that they are paying the bill, it is not unreasonable for parents to want to be informed. “LD compliant” colleges allow you to sign a FERPA waiver.

6. The Director of Disability Services sets the tone for the entire department. If you find this person unpleasant, think twice about getting comfortable in college.

7. If your documentation is more than 3 years old, you must update it. Make sure the list of recommendations at the end of the documentation includes items critical to your success. (Of course, they must be supported by evidence.)

8. Start exploring technologies that you have never used but that could help you level the playing field. You can get an idea of ​​the different technologies when you visit Disability Services offices at different universities.

PROCEDURE TO OBTAIN ACCOMMODATION

9. You and your parents should meet with the Director of Disability Services as soon as you are admitted. Bring your documentation with you. IEPS has no value in college.

10. The principal will review your documentation and then meet with you to discuss the accommodations that will be included in the letters to your teachers. One adjustment that you should seriously consider applying for is a reduced course load, at least for the first semester. Students can be considered full time with as little as 6 credits, depending on the amount of work they can do. Ask the principal to write a letter to your parents’ insurance company explaining your full-time status with a reduced burden, but do not send the letter until requested.

11. Check back with the Disabilities Office at the beginning of school to pick up your accommodation letters. You must deliver a letter to each instructor to whom you are disclosing. Find a private time before or after class to do this, or schedule an appointment during office hours with your instructor, so that you can maintain your privacy. This meeting is a good opportunity to introduce yourself and explain your needs to your teachers.

12. The process of requesting, collecting and submitting letters must be repeated each semester. If you need a change in accommodations, please discuss this with the Director of Disability Services.

CHOOSE CLASSES

13. The selection of the starting class is based on the results of the college placement exams taken by all freshmen. Remember that most colleges prohibit the use of calculators for the math test. You should be prepared to do all the old-fashioned calculations. That means extensive practice until this comes back naturally.

14. Your schedule should be balanced between challenging courses and easier courses. Take the challenging classes three times a week, not two.

15. Classes must be personally selected by someone in the Disability Services office who knows your learning style and the instructors that are best suited to you.

16. Stay tuned for recommendations from your friends about teacher involvement, but make sure they follow your learning style before signing up.

TUTORSHIPS

17. For most incoming freshmen, tutoring three times a week is recommended to get off to a good start. Consider empowering mentoring; The more help you have initially, the sooner you will feel confident in your abilities.

18. As you become stronger and more metacognitive (the state of learning to learn), your learning specialist may suggest that you gradually reduce tutoring. Some students may eventually have access to tutoring as needed, rather than by permanent appointment.

© 2007 Joan Azarva