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, marybeth@kravets.net, consultant and author with Imy Wax of The K & W Guide for Students with Learning Disabilities or Attention Deficit Disorder Lynn O Shaughnessy, The College Solution
CREDITS (continued) Kevin Mayne, Vice President for Enrollment Management, Becker College, Worcester, MA, and President of the Board of Directors for Learning Disabilities Worldwide kevin.mayne@becker.edu 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
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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 Slide by Kevin Mayne
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 Barber and submitted by Jenny Buyens
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. Source: Susan Day
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! Source: Susan Day
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 Source: Susan Day
The Early Bird Gets the Worm Plan Start Early Do Your Homework Talk to people - network Utilize Resources Ask questions Visit visit visit! Slide by Kevin Mayne
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) Source: Beane and Day
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 Student can: BE THE WAY TO START Live at home while making the initial transition Take a reduced number of classes Feel success in being admitted (because of less selective requirements) Source: Susan Day
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.
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 Slide by Marybeth Kravets 19
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- 8 th grade reading-grad requirements Drill about the differences between services and programs Disclosure The Journey- the diploma Slide by Marybeth Kravets 20
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 submitted by Jenny Buyens
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. Source: Joan Azarva (article by Sarah Cox); submitted by Buyens
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 23
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 24
IDEA High School VS. the Real World What is Honored in College 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 25
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 Slide by Marybeth Kravets 26
High School Classroom College Assignments are smaller; tests are given more frequently. Assignments are more complex and tests are less frequent. 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. Students must refer to their syllabi. Students attend classes from 0-5 hours per day. Students are responsible for obtaining missed notes and assignments. Slide by Kevin Mayne
Responsibility High School Parents 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. College Students recognize priorities. Students wake themselves. Students budget their own money. Students take medications. Daily schedule is unstructured; students must manage their time.
High School Advocacy College Case managers or parents advocate for students. Students choose to disclose disabilities and must selfadvocate. Students rights are protected by the IDEA. Students are entitled to rights under the ADA. Teachers approach students to provide assistance. Students must request assistance and accommodations in advance. Educational staff openly and regularly communicates with parents. Slide by Kevin Mayne LD staff needs the students permission to openly communicate with parents.
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 Source: Susan Day
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 Slide by Marybeth Kravets 32
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 Slide by Marybeth Kravets 33
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 34
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 35
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 Slide by Marybeth Kravets 36
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 Slide by Marybeth Kravets 37
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 Slide by Marybeth Kravets 38
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? Slide by Marybeth Kravets 39
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 Slide by Marybeth Kravets 40
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? Source: Kravets
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? Source: Kravets on all but bullet 3
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? Source: Kravets (except for last bullet by O Shaughnessy)
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? Source: Kravets (except for O Shaughnessy on second bullet)
QUESTIONS ON TUTORING Is tutoring automatic, or must the student request assistance? Which courses provide tutoring? When available, who does it peers or staff? Source: Kravets
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 Source: Kravets
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 Slide by Kevin Mayne
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. Source: Lynn O Shaughnessy
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 Slide by Marybeth Kravets 54
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 Slide by Marybeth Kravets 55
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 56
Ohio University Ohio State University Continuum of Services Colleges with Services Northern Arizona University University of Missouri Western Illinois University University of Notre Dame Marquette University Penn State University Slide by Marybeth Kravets 57
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) Slide by Marybeth Kravets 58
Websites http://www.heath.gwu.edu www.ldonline.org http://www.chadd.org/ http://www.ncld.org/ www.ed.gov/ocr http://www.ahead.org http://www.postsecondarychoices.org Slide by Marybeth Kravets 59