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Learning Disabilities – 18 Critical Factors For Successful Post-Secondary Transition
Because students with learning disabilities are at greater risk in college, they need to allow enough time to prepare for postsecondary success now. Considering the following eighteen factors 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, commute/residence, size, location, etc.) Start your internet search and start your college visits. Allow your parents to narrow your list down to their acceptable options. Then, once you see where you are accepted, you know that all of these schools are “Parent Approved.”
2. Perseverance it is the most important factor in college success. Tied for second place are the ability to delay gratification (ie, saying “no” when your friends go out, but you really should be studying) and an organizational system that works for you. The sooner you work on these three things, the easier college will be.
3. At university, you are a legal adult and need to articulate your disability on your own. Self-defense goes hand in hand with this; is critical to meeting your needs in college.
4. If this is a serious school, ask to meet a successful student from Disability Services. Before you make your final decision, ask about spending a night with this student. You will have a better idea of whether or not you will feel comfortable at this university.
5. FERPA – The Family Educational Rights and Privacy Act is a federal law that protects the privacy of students’ educational records. However, keep this in mind: Your parents’ support helped get you to where you are today. Considering they’re footing the bill, it’s not unreasonable for parents to want to be in the loop. “LD-friendly” 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 if you’re going to feel comfortable in college.
7. If your documentation is more than 3 years old, it must be updated. 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 you’ve never used but can help level the playing field. You can get an idea of the different technologies when you visit the 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. Take your documentation with you. IEPS have no value in college.
10. The principal will review your documentation and then meet with you to discuss accommodations to include in the letters to your teachers. One accommodation you should strongly consider requesting 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 how much work they can handle. Ask the principal to write a letter to your parents’ insurance company explaining your full-time, reduced-work situation, but don’t send the letter until it’s requested.
11. Check back with the Disability Office at the start of school to pick up your accommodation letters. You must deliver a letter to each instructor you are communicating with. Find a private time before or after class to do this, or make an appointment with your instructor during office hours, so 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 delivering letters must be repeated each semester. If you need a change in accommodation, please discuss this with the Director of Disability Services.
13. Initial class selection is based on the results of the university placement exams taken by all first-year students. Remember that most universities prohibit the use of calculators for the math exam. You should come in prepared to do all the calculations the old fashioned way. This means wide practice until it becomes natural again.
14. Your schedule should be balanced between difficult and easier courses. Do the tough classes three times a week, not twice.
15. Classes must be hand-selected by someone in the Disability Services office who knows your learning style and the instructors that best suit you.
16. Keep your ears open for recommendations from friends about attractive professors, but make sure they fit your learning style before enrolling.
17. For most freshmen, tutoring three times a week is recommended to get off to a good start. Consider empowering mentoring; the more help you get initially, the sooner you’ll feel confident in your abilities.
18. As you become stronger and metacognitive (the state of learning to learn), your learning specialist may suggest that you gradually reduce tutoring. Some students may be able to access tutoring on an as-needed basis, rather than making a fixed appointment.
©2007 Joan Azarva
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