Introduction

Institutional Support for High School Students vs. Support for College Students

Preparing for College

Your College Class Schedule

Study Skills

Taking Notes in Lectures

Examinations

Writing Essays and Essay-Exams

Personal Support and Reinforcement

Questions for Finding the Right College

INTRODUCTION

If you have had a disability affecting learning all your life, your excitement about going to college is probably mixed with some anxiety and self-doubt.

It's not surprising if you are worried about how you are going to do in college, because you probably had problems in grade school, high school, or both. Maybe there were subjects (like reading, spelling, or math) that you didn't do well in, no matter how hard you worked. Maybe you had to study longer and harder than other students. You might have felt stupid when you were younger--and maybe there's a part of you that still feels stupid, even though another part of you knows that you are intelligent.

Despite your feelings of anxiety and self-doubt, you CAN be successful in college. Because you have learning problems, you'll need to plan your college career carefully. You'll want to acquire some skills and information that you may not have now. For example, you'll want to know your rights as a person with a disability, and you'll want to have the assertiveness to ask for what you need. You'll also want to improve your study skills so you can "study smarter" instead of studying harder and longer. Return to Top of Page

INSTITUTIONAL SUPPORT FOR HIGH SCHOOL STUDENTS

VS. SUPPORT FOR COLLEGE STUDENTS

Before you head for college, you should understand that there are some important differences between the kind of support that students with disabilities can expect to receive from secondary school s (high schools) as opposed to the kind of support they can expect to receive from post-secondary institutions (colleges or universities). These differences are summarized in the chart below. Nothing in this section should be considered legal advice; see a good disability rights attorney if you have legal questions.

HIGH SCHOOL	COLLEGE OR UNIVERSITY
Key concept is "entitlelement."	Key concept is "access."
Attempts to ensure student's mastery of academic material and skills.	Attempts to remove barriers to access and thus create a "level playing field"
Relevant legislation: Education for All Handicapped Act of 1975 (PL 94-142), and the Individuals with Disabilities Act of 1990 (IDEA).	Relevant legislation: Title 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990 (ADA).
School districts bear the burden of proof. They must provide regular and adequate assessments.	Individuals bear the burden of proof. They must provide current and adequate "documentation of disability."
With the assistance of the student and the student's parents, teachers, and other informed professionals, the school district sets the student's goals and objectives, presenting them in an Individual Education Plan (IEP) or 504 Plan.	Students define their own goals and objectives. there are no IEP's or 504 Plans, and earlier IEP's or 504 Plans no longer apply.
The school district monitors the student's progress and advocates for the students.	Students generally monitor their own programs and advocate for themselves--with the support of college/university programs for students with disabilities.
Classes or programs may be fundamentally altered; for example, students with disabilities may not be required to do the same work, or as much work, as students without disabilities.	"Academic adjustments" (aka "academic accommodations") help to offset the effects of disabilities, but may not fundamentally alter classes or programs. All students must complete the same work and meet the same academic standards.

PREPARING FOR COLLEGE

Make sure you really want to go to college. When you have a disability affecting your learning, you have to work really hard, spending more time on course work than other students. If you don't really want to be in college, you may not be motivated to spend the extra time and effort.

Get information on special exam arrangements for the SAT's and/or ACT's. The most popular accommodation is extended time, but you can be given other accommodations if you have a disability-related need for them. It is easiest to get accommodations on these pre-college standardized tests if you are already receiving accommodations from your high school. Note that you will have to present up-to-date"certification" of your disability in order to receive accommodations.

Make sure your "certification" of disability is up-to-date, and that you've had testing the college you're attending will accept as proof that you have a disability affecting your learning. If you are applying as a learning-disabled student, the college will probably want you to present them with test records that are no more than 3 years old. Once you've arrived at the college, the test records will be used not only to prove that you qualify for accommodations and support services,but also to plan what those accommodations and services will be. Be sure to get all your test records from your high school before graduation; some school systems destroy these records after the student graduates. Call or e-mail the college to be sure the tests you have been given will (in their eyes) "qualify" you as learning disabled; you can also consult the college's website.

Understand your own learning disorder and be able to explain it to others. Be able to tell other people what you will need as a student. Can you explain what a learning disability is, in simple, clear language. Can you explain ADHD? Can you explain what you will need as a student in order to perform to your maximum capability? If not, you might work with a learning disability specialist or educational therapist who will help you understand just how you learn and how you don't learn.

You'll find very good explanations of different kinds of learning disorders in a book called, Keeping A Head In School, by Melvin Levine (Educators Publishing Service, 75 Moulton St., Cambridge, MA 02138-1104). The book was written for kids, but it's great for adults also. Adults will profit from reading Levine's One Mind at a Time. (Consult the Resources section of this website for more suggestions.)

It's a good idea to practice a "disability speech" that you can give when you want to explain about your special needs as a learner. This "disability speech" should include an explanation of what learning disabilities are (in general); what learning problems you yourself have; and what you need in order to perform as well as possible.

Consider getting your own membership in an LD or ADHD organization: for example, the Learning Disabilities Association of America or CHADD, the Association for Children and Adults with Attention Deficit Disorder. Newsletters from these organizations can increase your understanding of your disability and remind you that you are not alone.

Understand your own learning style. Consult a learning specialist, or take a learning styles inventory, which will help you understand your own "personality" as a learner. Do you learn best when you work by yourself or with others? By reading or by listening? By studying or by "hands-on" experiences? By reading words, or by looking at pictures, maps, charts, or graphs?

Check out your "basic skills." As a college student you will need to use certain basic skills: reading, writing, spelling, and math. Are you weak in some of these basic skills? If you are weak in some skills , you may be able to compensate; for example, you can use computer spellcheck and a human proofreader if your spelling is poor. If you are weak in a basic skills and can't compensate for this weakness, you may want to get some tutoring to "brush up" before you enter college. Or you may want to sign up for some tutoring or remedial work once you get there. (Ask the disabled students office about tutoring and remedial courses open to you.)

It's a very good idea to acquire keyboarding skills and learn to use a computer. Computers help you produce better-looking essays and other class assignments, but they are also useful in many other ways.

Consider beginning school in a summer session rather than in the fall--or take advantage of any special "preparatory programs" that the college offers. In the summer classes are often smaller and instructors less busy, so they have more time to spend with individual students. Special transition programs can help students ease into campus life.

Learn about your legal rights as a person with a learning disability. Title 504 of the Rehabilitation Act of 1973 says that institutions receiving federal funds (almost all colleges do) must make their facilities available to disabled students by providing reasonable accommodations. "Reasonable accommodations" are academic adjustments that help you "bypass" your disability, so you can have a more nearly equal chance to learn and to demonstrate what you have learned.

A "reasonable accommodation" for a paraplegic student who uses a wheelchair might be a lowered table in a chemistry lab. A blind student might need textbooks in Braille or on audiotapes. A student with a learning disability or ADHD might need permission to audiotape lectures, notetakers in class, textbooks on audiotape, extended time for tests, or a distraction-free test-site.

Notice that you have to be willing to identify yourself as a person with a disability in order to qualify for accommodations under Title 504; you can't just say you have a "spelling problem," or "learn differently from others."

Recognize that in college, you have the responsibility for determining what you need,and asking for it. In high school, you may have gotten used to having people help you automatically, without your asking for any assistance. But in college you must decide what you want and need and ask, in an assertive manner, for "reasonable accommodations."

Be an advocate for yourself. Rabbi Hillel once said, "If I am not for myself, who will be for me?" People with disabilities of all kinds need good assertiveness skills in order to advocate for themselves. In college you may sometimes ask for what you want and need, and be refused. The disabled students' office may be able to advocate for you, but you should also be ready to stand up for yourself. You might want to consider taking a course on assertiveness before you go to college or after you get there.

Carefully select the college you will attend. You probably don't need a college with a "special program" for students with learning disorders, but you do need a college with a good disabled students' office. It would be a good idea to visit the college you plan to attend and personally ask some questions. See "Questions for Finding the Right College," below.

Decide whether you want a college that's on the semester system or one that's on the quarter system. Students with learning disabilities sometimes prefer the semester system; terms rush by with the quarter system, and students have to learn more information in a shorter time period. In the other hand, students with ADHD sometimes prefer the quarter system, which permits them to immerse themselves deeply in just a few subjects instead of spreading themselves thinly over a number of subjects.

Don't forget to brush up your "independent living skills." When you're in college and on your own, you'll probably have to handle a number of non-academic tasks for yourself: managing a checking account, cleaning, doing laundry, and (sometimes) preparing food for yourself. Before you go away to school, get your parents to let you try handling these jobs at home. Return to Top of Page

YOUR COLLEGE CLASS SCHEDULE

It's important to schedule your classes carefully. That way you'll be giving yourself the best possible chance for success.

Consider taking a "reduced course load." Many people with learning disabilities need extra time to do assignments and study for tests. You also want to give yourself enough time to enjoy the non-academic part of college: socializing, athletics, activity groups, and cultural events.

You may want to sign up for fewer courses at a time, especially during the first few terms, when the stress and time-pressure may be worst. You may end up spending more than four years in college; but isn't it better to have a quality experience than to rush miserably through college so you can graduate with everybody else?

Don't take too many "memory classes" or "wordy classes" at one time. There are some subjects--history and science, for example--that call for a lot of memorization. If you have memory problems, avoid taking too many "memory classes" at one time. If you have problems with language, balance "wordy classes" (literature, philosophy, English composition) with courses that call for different skills: for example, physical education, art, or music.

If you find yourself overwhelmed by work, consider dropping a class. (Do it early in the term, so you don't end up with a "withdrawn failing" grade.) It's better to drop a class and take it again later than to struggle bravely onward--possibly ending up with an F, a feeling of failure, and a desire to drop out of school. You can always take the class again later, possibly with a different instructor.

Be careful, though, that you don't drop so many classes that you become a "non-student." Your academic counselor, or your counselor at the disabled students' office, will advise you about possible penalties for dropping too many classes, or dropping them at the wrong time in the term.

Use Incomplete. When you feel that you will not be able to finish all your course work satisfactorily and on time, you may want to consider taking an "Incomplete." Usually the "Incomplete" grade requires your instructor's approval. When you take an incomplete, you promise to finish the work for the course by the end of the next term or year. Be careful, though! Many students who take Incomplete never complete them, so their Incomplete grades turn into F's.

The foreign language requirement? You may have to take a foreign language in order to get your degree. If you absolutely must take a foreign language, Spanish is probably the best choice because spelling and pronunciation are easier and more "regular" than in most other languages. If you are certified as having a severe disability in the area of language processing, you may be exempted from the foreign language requirement or permitted to substitute courses in foreign culture. (Ask your counselor at the disabled students' office about this possibility.)

The math requirement? Again, you may be exempted from the math requirement if your educational testing shows that you would find it impossible, or extremely difficult, to fulfill this requirement. Return to Top of Page

STUDY SKILLS

Generally speaking, students with learning disabilities are a hard-working bunch. When you were a child, you may have been told you were "lazy." By now, though, you probably know you aren't lazy. You probably had to work very hard to get through your high school courses and graduate. Most likely you are prepared to work even harder in college. However, it's not always important to study harder. Sometimes you've just got to study smarter. Try the following hints.

Get information about the class before it begins. Consult the class syllabus on the instructor's website if it is posted. If not, request a printed copy. Advance information will permit you to buy textbooks and begin reading assignments early, or order textbooks from Recordings for the Blind and Dyslexic a government-sponsored service that provides audiotaped textbooks. The syllabus will also give you important information about assignments, papers, and tests, so you can carefully plan your term in advance.

Plan your time. Buy a calendar or appointment book with the date on each page, and plenty of space for writing. (Use only one book, or you may get confused.) In this book you can schedule all your daily activities. Enter the times and days your class meets. Also enter the dates of all assignments, papers, and examinations. Counting backwards from the due dates, block in time to plan and write papers. Counting backward from the dates of exams, block in time to study.

Be sure to schedule time for fun and recreation. Everybody needs to rest, relax, and have fun sometimes. Nobody can work 24 hours a day.

Take courses in study skills. Take several courses in study skills, if you can get them--preferably from different instructors. These courses will give you some invaluable suggestions on good ways to read, take notes, study, memorize course material, prepare for exams and take them successfully.

Use whatever study methods work best for you. Many people find that they learn well when they study with a friend or in a group. It's fun to talk about class material with other people, and you can learn from their questions, comments, and differing perspectives. If you're a visual learner, try learning essential facts by putting them on flashcards, or in charts or graphs. If you're an auditory learner, tape the facts and listen to the tape again and again. If you have trouble with words, try drawing little pictures to illustrate the concepts you are trying to learn--or act out the concepts out as dramatically as you can. When you use different learning techniques, you may find that the material gets into your memory faster and stays there longer.Return to Top of Page

TAKING NOTES IN LECTURES

Lectures are a problem for some students who know they should be taking notes, but find that if they stop to take notes they lose track of what the lecturer is saying. Here are some possible solutions to this problem.

If your instructor is receptive to student suggestions, ask him/her to present material in a "multi-media" way. In other words, ask the instructor not just to talk about important terms and concepts, but also to write them on the board. The instructor can also pass out lists of terms and concepts, and you can write your notes on the lists. Or the instructor can pass out an outline of each lecture, with spaces between the items on the outline; and you can write your notes on the outline. (Non-disabled students will be grateful to you if you can persuade the course instructor to present material in this "multi-media" way.) Refer your instructor to Teaching Students with Disabilities, on the website of the UC Berkeley Disabled Students' Program.

Audiotape the lecture. Don't take extensive notes during the lecture; just listen and understand. If you're afraid you won't take good notes, back yourself up by audiotaping the lecture. If you use a recorder with a counter or automatic marker of some kind, you can easily find important sections of the lecture at a later time without having to fast-forward through the entire thing.

Get a notetaker. The disabled students' office may be able to provide a notetaker for you. If not, ask a friend to take notes for you. The friend can use NCR paper (carbonless paper sets), or you can go to a copy center after class and photocopy your friend's notes. You may also be able to buy notes from one of the student services that prepare notes for large lecture courses. Be careful about this one; the notetaker may not have attended the class for some time, and he/she may not be aware that the instructor has changed the course.Return to Top of Page

EXAMINATIONS

For many students with learning disabilities, tests and exams are the most painful experiences of all. Here are some suggestions that may lessen the pain.

Meet with the instructor at regular intervals to be sure you are studying and learning the right material. Request an interview with the instructor early in the term (not when you begin having trouble in the class). Talk with the instructor about what you are learning, and see if he/she thinks you are on the right track. Does the instructor think you're well prepared for the upcoming exam? Are there other things you should be studying?

Discuss your exam-taking problems with your counselor at the disabled students' office and request appropriate accommodations. For disability-related reasons, you may need more time to read, write, or do math calculations. You may need a distraction-free exam site. You may need have questions read aloud to you, or hear them on an audiotape. It may be essential that you do in-class writing assignments or write essay exams on a computer.

If possible, consult copies of old examinations for the course you are taking so you can get a better idea of what you will be facing. Many colleges keep files of old midterm and final exams for various courses. Often you can find these files in the college's library or student services building. Return to Top of Page

WRITING ESSAYS AND ESSAY-EXAMS

For various reasons, many students with learning disabilities and ADHD have trouble writing essays and taking essay-exams. The following suggestions may help.

Allow plenty of time. Begin your paper long before it is due. On your calendar, indicate when you plan to begin each phase of the writing project: research, finding a thesis, completing the first draft, and rewriting.

Make sure you understand the assignment. Read it carefully, underlining key words and phrases. Paraphrase the assignment and show or e-mail your paraphrase to the instructor, requesting approval or corrections.

Don't begin your research on the Internet. College libraries employ librarians who are trained to help students with research projects. If forced to rely on yourself alone, you should begin your research by consulting the bibliography of a good, recently-written book on your subject.

Don't begin writing your essay until you know exactly what you want to say and can express your main idea in one sentence (called a thesis statement). Use prewriting techniques like freewriting, brainstorming, and clustering to find your main idea. If you've never learned anything about prewriting, consult a good writing instructor or tutor.

Before you begin writing your answer to an essay question, spend a few minutes brainstorming or clustering. Students who use these prewriting techniques to get their ideas flowing and organize their thoughts almost always get higher grades on essay questions.

Don't try to write a formal outline; most students with learning disorders aren't good at them. Once you have a main idea (thesis), you can make a list of the points that you'll have to make in order to convince your reader that your thesis is right. This "idea list" will probably work better for you than an outline.

Write the Body of your essay first: then your Introduction and Conclusion. It's easier to introduce your main idea in your Introduction when you understand this main idea thoroughly (as you certainly will when you've finished writing the Body of your essay). Similarly, it's easier to write a Conclusion which explains why your main idea was important, when you have thoroughly explored that main idea.

Don't plan to write only one draft; revision will improve your work, bringing it closer to what you really want it to be.

Use the computer at all stages of the writing process: prewriting, writing, and rewriting. You can plan the writing project on the computer, take notes, use prewriting techniques, write an idea-list, and write various drafts. Of course you can also use the computer to spellcheck each draft before you hand it in; but since spellcheck doesn't find all errors, you should also plan to use a human proofreader. This human proofreader should make corrections on your computer or a computer diskette; if you are like other people with learning disabilities or ADHD, you will probably make new errors while correcting the old.

Forget about the mechanics of writing (spelling, punctuation, capitalization, and general neatness) until the end of the writing process: just before you submit a draft of your essay. Trying to write while monitoring your spelling is like trying to dance while counting your steps; either way, you're likely to be awkward and graceless.

Don't wait until the last minute to ask for help with your writing. Show your rough drafts to your instructor and ask for his/her feedback and assistance. You may also be able to get assistance from a student tutor. Many colleges have writing labs where students can get help at all stages in the writing process. Student tutors can be very helpful.

Search for a writing instructor who knows a lot about the process of writing. There are instructors who teach composition only because every English teacher at the college has to, and there are instructors who are really interested in teaching writing. If possible, find one of the latter kind. The disabled students' office may be able to steer you toward a teacher who has a strong interest in the teaching of writing. Such a teacher is most likely to help you find ways to overcome or compensate for your own problems with language. Return to Top of Page

PERSONAL SUPPORT AND REINFORCEMENT

Get to know your instructors. Don't wait until you are having problems to go see them. Introduce yourself, letting the instructor know that you have a learning disability or ADHD and are requesting academic accommodations. Usually the disabled students' office will have provided you with a letter or other document specifying the accommodations you will need. If not, you will have to explain your own disability-related needs. Be sure to thank the instructor for his/her understanding and cooperation; like other people, instructors perform better when they receive "positive reinforcement" for their "good behavior."

Get to know other students in the class. You might want to make arrangements to study with them. It's fun to be able to talk with other people about the class, and you'll probably learn from having an opportunity to process the course material with other people. If each person takes responsibility for part of the assigned reading for the course, each person's reading load will be lessened. You can give each other reports (oral or written) on the material you've covered: another learning experience.

Don't forget to keep in contact with people "at home" who support you and want the best for you. Keep in touch with your old high school friends, your former teachers, your parents, your brothers and sisters--anybody who's cheering for you.

Don't hesitate to ask for counseling or psychotherapy. You should plan to work with a counselor at the disabled students' office who has special knowledge and understanding of the problems faced by college students with your disability. For additional help, you might seek out a psychotherapist (perhaps a Marriage and Family Therapist, a Clinical Psychologist, or a psychiatrist) who is experienced in working with disabled college students. Consider joining a professionally-led support group of disabled students who meet regularly to talk, listen, and encourage one another. Return to Top of Page

Above all, keep reminding yourself that college can be a success experience for you. Nobody can deny that disabilities of any kind mean problems. You may not sail effortlessly through college--but you CAN get through, learning and growing in the process. I wish you every success!

Have your high school courses prepared you for success in this college?

Is this kind of school appropriate for you, given your learning disability or ADHD? Do you prefer small or large classes? An urban or a rural environment? Emphasis on liberal arts or professional preparation? Semester or quarter system

Are there special admission procedures for students with disabilities, or will you merely be given appropriate accommodations and services once you have been admitted?

Are there special programs or services for students with learning disabilities or ADHD? If so, what are they? There should be no charge for academic accommodations (for example, notetakers for classes). Is there a charge for special services (for example, tutoring)?

Does the college offer remedial or developmental courses? Tutoring in basic skills such as math calculation and writing? Ongoing academic support: for example, a writing lab?

Is there a disabled students' office? What services are offered there? How many people work there? Are there counselors who specialize in working with students who have your disability? How much experience do counselors in this program have? How large are their caseloads? Will you be able to get appointments when you need them?

Do you like the people who work at the disabled students' office? Do they seem well-informed, respectful, and cooperative? Will you feel comfortable working with them?

Are accommodations ever refused by instructors at this college? What does the disabled students' office do when accommodations are refused?

What kinds of counseling are available at this college? Personal? Academic? Career? Are there support groups for students with learning disabilities or ADHD?

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