COLLEGE ADMISSION PROCESS FOR
STUDENTS WITH LEARNING
DIFFERENCES
Presented to SACAC in April, 2013
by
Jenny Buyens, The Howard School and
Grady High School, GA
Susan Day, Mill Springs School, GA
Donnamarie Hehn, Canterbury School, FL
Rachel McKoy, Cambridge High School, GA
Nancy T. Beane, The Westminster Schools, GA
CREDITS
•
Susan M. Day, M.A., LPC, Director of Counseling
at Mill Springs Academy, Alpharetta, GA
•
Jenny Buyens, College Counselor at The Howard
School, Atlanta, GA, and Parent Volunteer at
Grady High School in Atlanta, GA
•
Donnamarie Hehn, Director of College Guidance
at Canterbury School, St. Petersburg, Florida
•
Rachel McKoy, Guidance Department Chair at
Cambridge High School, Milton, GA
CREDITS
•
Marty O’Connell, Executive Director of
Colleges That Change Lives
•
Marybeth Kravets,
[email protected]
,
consultant and author with Imy Wax of
The K
& W Guide for Students with Learning
Disabilities or Attention Deficit Disorder
CREDITS (continued)
•
Kevin Mayne, Vice President for Enrollment
Management, Becker College, Worcester, MA, and
President of the Board of Directors for Learning
Disabilities Worldwide
[email protected]
•
“What Counselors and Parents Need to Know about
LD/ADD Students” by Sarah Cox and Joan Azarva
•
Description of Services including PAL (Program for
Advancement Learning) at Curry College, Boston,
Massachusetts
•
“Taking Your Learning Disability to College,” by Hilary
Oswald in
Colleges That Change Lives
, 2012 edition
5
Setting the scene
• A Thought For The Day
Aoccdrnig to rscheearch at Cmabrigde
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that the frist and lsat ltteer be at the rghit pclae.
The rset can be a total mses and you can still
raed it wouthit a porbelm. This is bcuseae the
huamn mnid deos not raed ervey lteter by istlef,
but the word as a wlohe. mzanig, huh?
Higher Education & LD Services
4,000 colleges & universities in the U.S.
By law, colleges & universities must provide basic accommodations for LD
There are 75 – 100 colleges & universities that say they have specific LD support programs
The level of accommodations and services provided varies greatly
There are only a handful of colleges & universities that offer established and comprehensive LD support
programs
EDUCATIONAL ATTAINMENT AND
EMPLOYMENT BY PEOPLE WITH
DISABILITIES
Despite the passage of the Americans with
Disabilities Act in 1990, people with disabilities
continue to have significant challenges in
employment, employment earnings, and
educational attainment, and have more limited
access to housing, transportation, technology, and
health care (National Collaborative on Workforce &
Disability for Youth and Workforce Strategy Center,
2009) contained in Sept., 2012 report by Paula
REALITY: WHY “THE HURDLES” ARE
OFTEN HIGHER FOR AN LD STUDENT
In addition to the normal adjustment to independence
that freshmen face, “students with LD are required to
operate in a new and unfamiliar system in which all the
supports they depended on to succeed in how school are
now absent: the IEP (Individualized Educational
Program), parental advocacy, teacher support,
individualized and/or resource room tutoring, and
reminders from parents regarding assignments and due
dates, etc. The sudden withdrawal of these supports puts
this cohort at particularly high risk for failure.”
Source: Joan Azarva (in piece written by Sarah Cox) and
submitted by Jenny Buyens
REALITY: STUDENT PERCEPTIONS
Students often want to “start over” in college
without being labeled with their learning disability.
They feel that a fresh start can allow them to
escape anyone’s knowing this history of academic
struggles. Their reluctance and decision not to
disclose and provide documentation prevents them
from receiving accommodations on the college
level.
Source: Joan Azarva (article by Sarah Cox) and
submitted by Jenny Buyens
SUCCESSFUL STUDENTS WITH
LEARNING DIFFERENCES IN COLLEGE
• Have strength in at least one academic area: reading, math, writing
• Are motivated
• Are good advocates for themselves
• Know and appreciate their strengths and weaknesses
• Understand and are able to articulate their LD
• Understand their best methods of learning
• Realize that their work will not be modified in college—that
accommodations will simply be made in how the work gets done
• Are able to be responsible for themselves: waking up, doing their laundry, managing medications, handling money, etc.
THOUGHTS FROM MARTY O’CONNELL
“In general, the college admissions process
shouldn’t be any different for an LD student
than for any other young person. Each one
should seek a community of learning that will be
a good fit. Finding a good fit means considering
one’s own talents, characteristics, and needs as
well as examining the personality and offerings
of the particular institution.”
FINDING THE BEST COLLEGE “FIT”
Start with the premise
that the best fit is the one
that is good for the
particular student!
WHAT THE APPLICATION PROCESS
INVOLVES
•
Setting a goal of going to and graduating from
college
•
Exploring different avenues to realizing that goal:
Certificate programs, 2 year schools, 4 year
schools
•
Being admitted to college
•
Experiencing success
•
Graduating
The Early Bird Gets the Worm
Plan
Start Early
Do Your Homework
Talk to people - network
Utilize Resources
Ask questions
Visit…visit…visit!
FINDING THE BEST COLLEGE “FIT”
POINTS TO CONSIDER:
•
Parental parameters (including cost) must be set
•
Location
•
Size
•
Majors or programs
•
Transportation
•
“Feel” of the campus
•
Visit if possible (preferably when students are
there)
QUESTIONS TO ASK IN THE
ADMISSIONS PROCESS
GENERAL ADMISSION
•
What are admission requirements? (Kravets)
•
Is there flexibility in admission policies? GPA,
course substitutions in high school, testing
requirements? (Kravets)
•
What is the general admission procedure?
(Kravets)
•
Is there a special application for services?
(Kravets)
WHY A COMMUNITY COLLEGE MIGHT
BE THE WAY TO START
Student can:
•
Live at home while making the initial
transition
•
Take a reduced number of classes
•
Feel success in being admitted (because of
less selective requirements)
WHY A SMALLER COLLEGE MIGHT BE
BEST
While students still have to self disclose and be
their own advocates in small colleges, they may
not be as likely to “get lost” in the educational
process. Smaller schools often pride themselves
on knowing their students in and out of class,
focusing on the community of the school, and
working closely with students to help them
graduate successfully within a shorter period of
time.
19
Counselor Role
•
Start where the student is
•
Never say you
“
can
’
t
”
•
Don
’
t be a
“
dream breaker
”
•
Don
’
t perpetuate unrealistic plans
•
Provide timeline, roadmap, steps
•
Put student in driver
’
s seat at IEP
•
Know options
•
Check for understanding
20
Challenge of Finding Fit
for Students with IEP
• Deal with dreaming students
• Unrealistic parents
• Increased difficulty in college admission
• increased dependency on standardized testing
• Criteria that often cannot be met. (Ex. small, with excellent support, large percentage of a particular religion, in the west and near the water).
• Reality test- 8th grade reading-grad requirements
• Drill about the differences between services and programs
• Disclosure
• The Journey- the diploma Slide by Marybeth Kravets
IMPORTANT UNDERSTANDINGS
•
Disclosure is confidential
•
Motivation is incredibly significant
•
Finding a good fit in terms of college is important
•
Seeking help is not a sign of weakness. It empowers
the student who generally becomes more successful.
•
Parents and students must investigate the college and
its programs as thoroughly as possible
•
A strong GPA is more important than finishing college
in four years (LD students often take a reduced load)
•
Source: Joan Azarva (article by Sarah Cox) and
IMPORTANT UNDERSTANDINGS
(continued)
• FERPA waivers are available so that parents can have contact with colleges and access grades
• Consideration of a gap year for many students is important;
• Knowing how to study--just as important as being able to read well.
• Students must be prepared to do at least two to three hours of work for every hour of class
• Serious consideration should be given before students with LD try to go to college while employed
• “The road to success is paved with potholes. Students need to have emotional coping strategies to get past these.”
Preparing the Student
• Develop a list of strengths and areas of need
• Develop a list of accommodations
– Reduced distraction testing environment
– Calculators and computers in class
– Readers
– Note takers
– Assistive technology
– Testing modifications
• Understand learning styles-
– Lecture versus visual
– Written versus oral
– Morning versus afternoon Slide by Marybeth Kravets
Difference Between High School and
College
• No IEP
• No IDEA, working under ADA and 504
regulations
• Pay for services
• Students
must
self identify
Slide by Marybeth Kravets
High School VS. the Real World
What is Honored in College
• IDEA
– Schools’ responsibility – Free
– Individualized Planning and related services
– Applies until student graduates or reaches age of 22 – Transition services
• ADA/504
– Individual Responsibility – Focus on accommodations
– Focus on nondiscrimination and undue hardship
– No link between federal funds and compliance with the law Slide by Marybeth Kravets
26
What the Law Does and Does not
Require of Colleges
– Don’t have to provide tutors
– Don’t have to provide academic adjustments that would alter the nature of the course
– Don’t have to substitute courses
– Don’t have to lower admission requirements
– Do need written procedure for handling complaints
– Do have to provide “reasonable
accommodations” with appropriate documentation
Classroom
High SchoolAssignments are smaller;
tests are given more frequently.
Teachers remind students of assignments.
Students attend school approximately 7 hours per day.
Teachers provide students with missed
information if students are absent from class.
College
Assignments are more complex and tests are less frequent.
Students must refer to their syllabi.
Students attend classes from 0-5 hours per day.
Students are responsible for obtaining missed notes and assignments.
Responsibility
High SchoolParents assist students in balancing academic and social responsibilities.
Parents wake students.
Parents monitor student spending.
Parents and/or school nurses administer meds (or remind students to take them).
Daily schedule is highly structured.
Slide by Kevin Mayne
College
Students recognize priorities.
Students wake themselves.
Students budget their own money.
Students take medications.
Daily schedule is unstructured; students must manage their time.
Advocacy
High SchoolCase managers or parents advocate for students.
Students’ rights are protected by the IDEA.
Teachers approach students to provide assistance.
Educational staff openly and regularly
communicates with parents.
Slide by Kevin Mayne
College
Students choose to disclose disabilities and must self-advocate.
Students are entitled to rights under the ADA.
Students must request assistance and
accommodations in advance.
LD staff needs the students’ permission to openly
TESTING
•
Current psychological testing needed—usually
within 3 years (some physical and other
disabilities have exceptions)
•
ACT or SAT could be required (4 year schools
unless schools are test optional—check
www.fairtest.org
)
•
SAT Possible accommodations: small group
testing, 50% extended time, 100% extended time
(2 days at special test center), use of word
processor for writing portion
Source: Susan Day
TESTING (continued)
ACT possible accommodations:
•
Small group testing at special test center
•
Extra time at special testing center
•
Provision of one test per day at special testing center
Test preparation: Online, small group, individualized (be
certain that tutors know of accommodations that will be
provided); strategies versus content knowledge
32
Parent Role
•
Be supportive
•
Be accepting
•
Get out of the helicopter
•
Get into the back seat of the car
•
Attend the IEP
•
Know realistic options
–
Slower learner or LD
33
What Parents Need to Know
•
Rights of parents and students could
ultimately impact on college admission and
receiving accommodations -
•
Parents need guidance, repetition, and an
understanding of their role
•
We cannot be guilty by omission.
•
Thus we need to arm parents with everything
they need to know but did not know to ask
34
What Parents Need to Know
•
The following advice applies to counselors
too- take note!
•
Parents need to be organized
•
Photo copy everything in the school file-
– Medical and dental record
– Records from psychologists and social workers
– Minutes of meetings
– Conference reports
– IEPs in chronological order Slide by Marybeth Kravets
35
What Parents Need to Know
• Academic records- especially important for future when requesting accommodations in grad school
– Need to keep records of each class and tests, quizzes, attendance and anything that might impact overall grades.
• Know compensatory techniques used and needed-
– Documenting what has been used to help compensate for discrepancies makes it easier to get services needed.
• Document communications
– phone calls (date, time, length of call
– Subject of the call
– What was promised and conclusions. Slide by Marybeth Kravets
36
Suggestions For Parents To Encourage
Independence
• Keep the disability in perspective
• Understand the child's needs
• Celebrate strengths
• Teach everyday living skills
• Involve the student in activities
• Acknowledge strengths
• Develop a structure to the day
• Create a good support system
37
Suggestions For Parents To Encourage
Independence
• Help develop good organizational skills
• Work on time management skills
• Teach good eye contact
• Help the child to understand body language and facial expressions
• Practice casual conversations
• Praise good behavior
38
Suggestions For Parents To Encourage
Independence
• Deal with inappropriate behavior
• Reinforce good judgment
• Make home a non-competitive environment
• Encourage your child to learn to drive at the appropriate age
• Be sure the house rules apply to everyone equally
• Be cognizant of times of stress
• Plan for transitions
• Encourage independence
• Never let the learning disability become an excuse
39
Most Commonly Asked Questions by Parents of College Bound Students with Disabilities
Dr. Kendra Johnson
1. Will the disability support services (DSS) provided in college be the same as those provided in high school?
2. When should we make contact with the disability support (DSS) office?
3. Is my child’s written Individualized Education Program (IEP) sufficient to establish college eligibility for disability support services?
4. Should my son or daughter disclose their disability on the admission application?
5. Are there existing scholarships specifically for students with disabilities?
40
Most Commonly Asked Questions by Parents of College Bound Students with Disabilities
Dr. Kendra Johnson
6. Will my son or daughter’s disability qualify him/her for a single residence hall room?
7. Will the DSS staff have expertise in my child’s disability?
8. Are private tutors available?
9. Will the college keep me informed of my child’s academic progress?
10. Is there a centralized resource that can provide me with detailed information on the DSS offices
throughout the country as we begin the college selection process
Things to Always Remember
There is a college, school or program for everyone
Everyone can learn
Learning is important for growth and opportunity
Everyone has unique gifts to offer
It’s important for students to explore and know their interests, talents & skills
Start the college planning process early
Do your homework – research & explore
College selection is more than comparing facts
Keep Your Options Open – Dream! Slide by Kevin Mayne
CONSIDERATION OF
Colleges That Change Lives
The latest edition of
Colleges That Change Lives
has a section on learning disabilities that was
written by Hilary Oswald. It is a very positive
piece and one that could be really helpful in our
work with LD students.
QUESTIONS ABOUT THE LD PROGRAM
•
Is it comprehensive?
•
What is the nature of the support offered?
•
Are there summer preparatory programs?
•
Are LD students fully integrated into the college?
•
Are there courses in study skills or writing skills?
•
Are other counseling services available?
Source: Curry College on all bullets but # 5
MORE QUESTIONS ABOUT THE
PROGRAM
•
How does the school propose to help students
with specific disabilities?
•
How long can the student access services?
•
May students with LD take more time to
graduate?
•
Are remedial or development courses offered?
What is the procedure for requesting waivers
or course substitutions?
ADDITIONAL PROGRAM QUESTIONS
•
What’s the total number of students enrolled
in the program? What percentage of
students in the general population have
diagnosed learning disabilities?
•
Can students come into the Learning Services
offices as needed or do they have specific
appointment times?
Source: Mayne
QUESTIONS ABOUT THE LD PROGRAM
(continued)
•
Are there extra charges or fees for the special programs
or services?
•
How many students are receiving services?
•
What is the retention rate of LD students? (Mayne)
•
What is the success rate of students receiving services?
•
Has the program been evaluated and, if so, by whom?
•
Are there any concerns about the program’s future?
QUESTIONS ABOUT THE STAFF
•
Who is (are) the contact person(s) for LD?
•
Is the program monitored by full-time or part-time
professional staff?
•
What are the academic qualifications of the staff?
Have they received specialized training?
•
Who counsels students with LD during registration,
orientation, and course selection?
•
Will the student have an advisor in the disabilities
service office and a regular academic advisor? If so,
how will they work with each other?
QUESTIONS ABOUT THE FACULTY
• How well does the faculty accept students with diagnosed
learning disabilities?
• If a professor is not supportive about accommodations,
how can the situation be resolved?
• Is there any advocacy done with professors by the staff?
• Is there faculty training or a continuing in-service
requirement for professors?
QUESTIONS ON TUTORING
•
Is tutoring automatic, or must the student
request assistance?
•
Which courses provide tutoring?
•
When available, who does it—peers or staff?
QUESTIONS ON SPECIFIC SERVICES
What specific services are available?
1. Accommodations for testing
2. Note takers
3. Books on Tape
4. Classes teaching certain skills
5. Priority registration
6. Computers and other technological aids including spell checkers in class
7. Scribes
8. Calculators
9. Separate rooms as needed to provide distraction-free environment for
tests
10. LD specialists
Support Services
Student/Professional Tutors
Learning & Writing
Specialists Workshops Academic Advisors Skills Development First-Year Seminars Study Groups Support Groups Mentors
Slide by Kevin Mayne
Freshmen Interest Groups
Reduced Course Loads
Summer Prep Programs
Counseling
C.H.A.M.P.S. Life Skills (Athletics)
Orientation Post Grad Transitional Year
Adaptive/Assistive Technology
Strategies
Staging Decreased Quantity Increased Time Copying Structure Outlining Pencil grips Computer programs Manipulatives Assistive Technology Guides Mainstream vs Inclusion Mnemonic Devices Coaching Taped books Word Bank Adjustable Writing Format
Spelling
Keyboarding (hand fatigue)
Scribe/Note Taker Planners/Graphic Organizers Time Management Color Coding Specialized Advising
POSSIBLE RED FLAGS DURING
EVALUATION OF PROGRAMS
•
The “feel” of the disabilities services center is
important. If the office is not inviting, has
staff whose personalities are not warm, one
should hesitate before attending that school.
•
If the website for the disabilities center is
difficult to find or is not user friendly, that
issue should also be of concern.
54
Continuum of Services
Colleges with Structured Programs
• Southern Illinois University- Project Achieve
• University of Arizona- SALT Program
• University of Denver- LEP Program
• Curry College
• Beacon College
• Landmark College
• Lynn University
• University of Ozarks
55
Continuum of Services
Colleges with Structured Programs
• American International University
• Muskingum • Mitchell College • University of Wisconsin-Oshkosh • Northeastern University • Marist College • Marshall University’ • American University
56
Continuum of Services
Colleges with Coordinated Services
• University of Wisconsin-Madison
• University of Vermont
• Boston University
• DePaul University
• University of Wisconsin-Whitewater
• Northern Illinois University
• Lincoln College
• University of Iowa
• University of Connecticut Slide by Marybeth Kravets
57
Continuum of Services
Colleges with Services
• Ohio University
• Ohio State University
• Northern Arizona University
• University of Missouri
• Western Illinois University
• University of Notre Dame
• Marquette University
• Penn State University
58
Continuum of Services
Alternative and Transition Programs
• University of Iowa- Reach Program
• College Living Experience
• Minnesota Life College
• New York Institute of technology- VIP Program
• Lesley College- Threshold Program
• Mitchell College-Thames Academy
• Chapel Haven & Chapel Haven West
• Elmhurst Life Skills Academy (ELSA)
59
