THE COLLEGE PLANNING GUIDE
FOR LEARNING DISABLED STUDENTS
Department of Guidance & Support Services
Richard Charwin, Ed.D., Director of Guidance
INTRODUCTION
Choosing
a college is never easy. If you are a college-bound
student with a learning disability, finding the school that’s the best match
for you is especially important.
Currently, more than two-thirds of young adults designated as learning
disabled attend colleges and universities across the country. Careful planning that starts early in high
school will increase your chances of being admitted to institutions which best
suit your personal needs.
This booklet has been
specifically developed to assist you in your college planning process. When used in conjunction with The College
Planning Guide (Bernards High School, Department of Guidance and Support
Services), and regular consultations with your school counselor, students with
learning differences can chart a clear and effective course to successful
college admission.
DEFINITION
OF LEARNING DISABLED
For many years, there was
considerable confusion regarding the definition of learning disabled. The uncertainty was clarified to a great
degree in 1975 with the passage of Public Law 94-142, now called the
Individuals with Disabilities Education Act, wherein learning disabilities were
defined. The regulations for PL 94-142
specify that a child study team may determine that a child has a learning disability
if he or she does not achieve commensurate with his or her age ability levels
in one or more of seven specific areas when provided with learning experiences
appropriate for the child’s age. The
seven areas are oral expression, listening comprehension, written expression,
basic reading skill, reading comprehension, mathematics calculation, and
mathematics reasoning. A learning
disability is determined if a child study team finds a severe discrepancy
between achievement and intellectual ability in one or more of the seven areas.
COLLEGE
AND THE LEARNING DISABLED STUDENT
Section 504 of the
Rehabilitation Act of 1973 was the federal legislation having the most direct
impact on college opportunities for LD students. The provisions of Section 504 were reinforced with the passage of
the Americans with Disabilities Act of 1990.
Although Section 504 of the Rehabilitation Act of 1973 and the Americans
with Disabilities Act of 1990 require that all colleges and universities
receiving federal funds take action to meet the needs of students with
disabilities, many institutions comply with these laws but lack the resources
and/or philosophical commitment to go beyond only compliance. However, there are approximately 1,000 of
3,500+ colleges and universities in the
Colleges
and universities with comprehensive programs offer the most services for
students with learning disabilities.
The director and/or staff of the program are certified in learning
disabilities or related areas. The
director is actively involved in the admission decision and often, the criteria
for admission may be more flexible than general admission requirements. Services are highly structured and include
diagnostic and prescriptive planning; advisement; counseling; remediation;
tutoring; special courses; and an array of auxiliary aids (tape recorders,
taped textbooks, note-takers, alternative examination arrangements, advocacy,
pre-college programs). Students are
involved in developing plans to meet their particular learning styles. There can be a fee for some of these
enhanced services. Generally, students
whose learning disabilities were diagnosed early and who spent much of their
school career in special classes or resource programs might benefit from a
comprehensive program.
Colleges
and universities with coordinated services differ from comprehensive programs
in that services are provided by at least one certified learning disability
specialist. The staff is knowledgeable
and trained to provide assistance to students to develop strategies for their
individual needs. The director of the
program may or may not be involved in the admission decision. Students voluntarily request accommodations
in the coordinated services category, and there may be specific skills courses
or remedial classes available or required for LD students who are admitted probationally
or conditionally. High school students
who may have enrolled in some modified courses, utilized testing
accommodations, required tutorial assistance but who typically requested
services only as needed, might benefit from exploring colleges with coordinated
services.
Services
is the least comprehensive of the three categories. Colleges and universities offering services generally are
complying with the federal mandate requiring reasonable accommodations to all
students with appropriate and current documentation. Staff and faculty actively support students by providing basic
services to meet their needs. Services
are requested on a voluntary basis, and there may be some limitations as to
what is reasonable and the degree of services available. High school students who require minimum
accommodations, but who would find comfort in knowing that services are
available, knowing who the contact person is, and knowing that this person is
sensitive to LD students might benefit from exploring colleges providing services.
THE COLLEGE PLANNING PROCESS
For all students, the college
planning process involves the following five components to be completed by the
close of your junior year.
1.
Examine your reasons for
wanting to attend college. What do you hope
to gain from your college experience?
2.
Explore your post
secondary school options. Do you want a
four-year institution offering a Bachelor Degree? Do you want a two-year institution offering an Associate Degree? Do you want a career school offering a
certificate program in a specific vocational area?
3.
Define your wants and
needs. Do you want a college near your
home or far away? Do you prefer an
urban, suburban or rural setting? Do you
want a small, medium or large campus?
What extracurricular activities are important to you? What academic majors are you interested in?
4.
Know your learning
style. Be able to understand and
articulate the nature of your disability and resulting strengths and
weaknesses. What types of
accommodations have been helpful to you?
Do you require a comprehensive program, coordinated services or minimal
services at the college level?
5.
Do your research. Consultant your school counselor, use
college guidebooks and computer software programs found in the Guidance Office
to make a list of colleges you want to explore further.
THE COLLEGE VISITATION PROCESS
Before
applying to any college, it is important to arrange a campus visit. The ideal time to visit is spring and/or
summer of your junior year. Simply call
the Admission Office to schedule a guided tour. While on tour, look carefully at the following:
§
strength of the academic
program you are likely to select as a major
§
attractiveness of campus
§
size of classes
§
friendliness of students
and faculty
§
quality of library,
learning centers and computer facilities
§
condition of residence
halls
§
quality of dining
facilities and food
§
number of recreational
facilities
§
extent of health and
security services
§
opportunities for
participation in clubs, sports, cultural events
After
the tour, speak with an admission representative and staff from the Disability
Support Services Office to review your background and ask the following
specific questions:
§
What type of support
program does the college offer to LD students?
§
Is there any flexibility
in admission requirements for LD students?
§
What is the admission
application procedure?
§
Are there extra charges
or fees for special programs or services?
§
Are there remedial or
developmental courses required for LD students?
§
Is tutoring or counseling
available on an individual or group basis?
§
What special
accommodations are available (tape recorders, word processors, readers,
note-takers, taped textbooks, untimed testing, priority registration)?
§
How long has the program
been in existence?
§
How many students are
accepted to the program each year?
§
Is there a pre-college
program? Is it mandatory to attend?
THE COLLEGE APPLICATION PROCESS
By
far, the single most important factor in gaining admission to college is the
strength of your high school academic record.
Therefore, LD students are encouraged to complete a college-preparatory
curriculum consisting of English (4 years); Math (3 years); Science (3 years);
Foreign Language (2 years); and meaningful electives, which reflect your
personal interests and goals. Other
criteria, which the Admission Office will consider in order of importance are
as follows:
§
Individual grades and
cumulative grade point average
§
SAT I and ACT scores
(timed or untimed)
§
Essay or writing sample
§
Extracurricular activities,
honors and awards
§
Letters of
recommendation
§
Personal interview
Remember,
motivation and perseverance are important personal qualities for LD
college-bound students, but they don’t make up for solid academic
preparation. During the application
process which should be completed no later than January 1 of your senior year,
work closely with your school counselor and case manager to ensure that all
required documents are received by the college in a timely manner.
DISCLOSURE
Colleges
which offer comprehensive programs often have separate admission procedures for
LD students and require documentation of the disability at the time of
application. However, if you are not
applying to such a formal program and will be evaluated by regular admission
criteria, you will need to decide whether to disclose your disability. By law, colleges cannot ask an applicant if
they are learning disabled. If
disclosed by the student, this information cannot be used in and of itself to
deny admission. Conversely, being
learning disabled does not guarantee admissions. Colleges and universities are under no obligation to alter their
admission requirements.
Although
the choice to self-identify at the time of application is strictly personal,
there are advantages. By disclosing
your disability either through a required essay, personal letter or interview,
you can provide the Admission Committee with valuable insight into your
academic performance. A clear
explanation of the nature of your disability and the compensatory strategies
you have used to overcome it are always seen in a positive light.
ACCOMMODATIONS
Students
with learning disabilities need to understand that the level of responsibility
regarding the provision of services changes after high school. Throughout the elementary and secondary
years, it is the responsibility of the school system to identify students with
disabilities and to initiate the delivery of special education services. However, while Section 504 and the Americans
Disabilities Act (1990) require post secondary institutions to provide
accommodative services with disabilities, it is the student’s responsibility
to self-identify and provide documentation of the disability once admitted to
the college. The college or university
will not provide any accommodations until the student does the following:
1.
Self-identify with the
Office of Disability Support Services and specifically request services.
2.
Provide current
documentation of your learning disability completed within the last three
years. The documentation typically
includes a copy of your testing report and your IEP (individualized Education
Plan), which then guides the college in providing appropriate accommodations. Be aware that federal law does not obligate
a college to conduct assessments.
Therefore, a student should consider that his/her high school update LD
documentation prior to graduation consistent with the requirements of the
college in which the student seeks to enroll.
At a
minimum, an LD student should be able to expect the following accommodations if
the nature of the disability requires such adjustments and is supported by
documentation: reduced course load;
extended time to complete tests and assignments; extended time to complete
degree requirements; a note-taker; books on tape; the right to record
classes. The law does not obligate an
institution of higher education to provide all recommended accommodations, but
rather effective accommodations. A
student should therefore not presume that what he or she received in high
school will necessarily be provided at the college level.
Finally,
be aware that each campus has its own unique system for providing students with
disability-related accommodations. Many
give the student a letter detailing recommended accommodations with
instructions to the student to approach the professors in each case so that
classroom accommodations are provided in a timely fashion. Some colleges send the letter directly to
the students’ professors. The former
approach is the more popular, as it promotes important self-advocacy skills.
AN
It
is important that LD students take the following steps in order to ensure a
smooth transition from high school to college:
1.
Enroll in a
college-preparatory academic program.
Work closely with your school counselor and
case
manager starting in freshman year to select courses where you will achieve
maximum success.
2.
Get involved in sports,
clubs and community service activities. Colleges are looking for the “well-
rounded”
student.
3.
Become familiar with
your learning disability. Be able to
discuss it intelligently. Understand
what
your
disability is, how it affects your learning process, and what services you
require to help
compensate.
4.
Practice
self-advocacy. Be comfortable and
confident in describing your learning difference and
your
academic needs.
5.
Work to improve your
study skills, organizational skills and time management ability.
6.
Establish your
short-term and long-term goals.
7.
Be realistic in your
college search. Assess how well a post
secondary setting is equipped to meet
your
needs, as well as how well-equipped you are to meet the needs of the
institution.
8.
Consider enrolling in a
summer pre-college program specifically designed for LD students in either
the
summer before or after your senior year.
These programs are incredibly helpful preparation for
the real
college experience.
9.
Know your rights. Be familiar with laws PL 94-142, Section 504
of the Rehabilitation Act of 1973,
Part B of
the Individuals with Disabilities Act, and Americans with Disabilities Act of
1990.
10.
Be an active participant
in the development of your IEP (Individualized Education Plan). Work
cooperatively
with your parents, teachers, school counselor and LD specialist who are there
to help
you.
CONCLUSION
Today, thousands of LD students have graduated from
college campuses across the country.
Students who were most satisfied with their college experience were
pro-active in their college search during high school. Also, they did not hesitate to acknowledge
their disability and seek assistance during their college years. There is no doubt that college will be
challenging. However, the advantages of
attending college in terms of intellectual, social, emotional growth and
financial reward make the extra effort worthwhile.
Remember, your learning disability may never go
away. However, it doesn’t ever have to
get in your way. Good Luck!
INFORMATION RESOURCES
Association
on Higher Education and Disability
Attention
Deficit Disorder Association
West
Learning
Disabilities Association of
http:/www./danat/.org/
SAT
Services for Student with Disabilities
College
Board
PUBLICATIONS
College
Guide for Students with Learning Disabilities
Annette
Joy Sclafani & Michael J. Lynch, Lauren Publications,
K
& W Guide to Colleges for Students with Learning Disabilities and Attention
Deficit Disorders
Marybeth
Kravets & Imy Wax, Random House,
Peterson’s
College with Programs for Students with Learning Disabilities or Attention
Deficit Disorders
Charles
T. Mangrumm II & Stephen
DIRECTORY OF PROGRAMS AND
SERVICES
FOR STUDENTS WITH LEARNING
DISABILITIES
AT COLLEGES AND UNIVERSITIES
IN NEW
PREPARED
BY:
CENTRAL
REGIONAL CONNECTIONS
2001
TABLE OF CONTENTS
INTRODUCTION
DIRECTORY INFORMATION
The
New Jersey Institute of Technology....................................................................................................... 22
The
St. Peter’s College.............................................................................................................................. 28
5100
Black Horse Pike
Mays
(609)
343-4900
(609)
625-1111
DESCRIPTION OF SCHOOL
Public community college offering degree and non
credit courses and programs, both transfer and career training, to residents of
NAME OF PROGRAM
SPECIAL POPULATIONS SERVICES
SERVICES
Student who provide appropriate documentation of a
disability that significantly impacts the educational process (including
learning, physical, or psychological/emotional) will be provided with specific
accommodations for equal access to educational opportunity.
CONTACT
Stan Wiley
Coordinator,
Disabled Student Services
Counseling and Student Services J-177
(609) 343-5090
Fax (609) 343-4926
e-mail: swiley@atlantic.edu
APPLICATION INFORMATION
For admissions information or details regarding
appropriate documentation of a disability contact the Coordinator of Disabled
Student Services at the above address or by calling (609) 343-5090.
(201)
447-7200
DESCRIPTION OF SCHOOL
NAME OF PROGRAM
OFFICE OF SPECIAL SERVICES (SS)
DESCRIPTION OF PROGRAM
The SS coordinates support services for all students
with disabilities on campus including those who are blind/visually impaired,
hard of hearing or deaf, physically and learning disabled. Services include: note takers, readers, scribes, and interpreters; alternate
testing arrangements; extended time on tests; tape recorders; auxiliary aids
for visually impaired students, and other adaptive equipment; and a variety of
counseling and tutoring services.
CONTACT
Nancy Carr Director
S131
(201) 612-5270
APPLICATION INFORMATION
Application to the college is made through general BBC
application procedures. Students must
self-identify and document their disabilities in order to receive services
through Special Services.
(973)
748-9000
DESCRIPTION OF SCHOOL
Bloomfield, an independent college, offers academic
programs leading to Bachelor of Arts and Bachelor of Science degrees to prepare
students to function effectively in a diverse society.
SERVICES
The following services are provided to students: tutoring in subject areas; assistance in
developing skills in test taking, time management, organization, self-advocacy,
study strategies, research, and critical thinking; and interpretation of documentation.
CONTACT
Josephine Cohn
Associate Dean
Center for Academic Development
Voorhees Hall
(973) 748-9000 ext.
259
Fax (973) 743-3998
e-mail: Josephine-cohn@bloomfield.edu
(732)
842-1900
DESCRIPTION OF SCHOOL
Brookdale is the community college in
NAME OF PROGRAM
ACADEMIC SKILLS WORKSHOPS COURSES
DESCRIPTION OF PROGRAM
We offer a support program for college students with
learning disabilities. Students enter
this program by registering for READ 084.
Students are enrolled in small classes, have a 1 hour lab and meet with
a professional tutor for 1 hour per week.
CONTACT
Sally Sorrell
Learning Disabilities Specialist
Reading Department Larrison Hall LAH 126
(732) 224-2786
Gloria Dyson
Coordinator of Learning Disabilities
Reading Department
Larrison Hall LAH 120
(732) 224-2989
APPLICATION INFORMATION
Students need to make an appointment in the Disability
Services Office to self-identify.
Students will be referred to student development specialists assigned to
students with disabilities.
Office of Disability Services
MAC 111
(732) 224-2730
County
Route 530
(609) 894
9311
DESCRIPTION OF SCHOOL
NAME OF PROGRAM
SPECIAL POPULATIONS PROGRAM
DESCRIPTION OF PROGRAM
The Special Populations Program is a comprehensive
program for students with disabilities.
The program is designed to meet each student’s individualized needs by
providing individualized screening, tutoring support, orientation, academic and
technological support, and appropriate accommodations. The goal of the program is to assist
students in becoming self-sufficient, independent, and successful members of
the college community. Students with
disabilities are fully integrated into the student population.
CONTACTS
Barbara Ericson
Coordinator, Special Populations
The
(609) 894-9311 ext.
7208
Karen Stone
Learning Disabilities Specialist
Special Populations
The
(609) 894-9311 ext.
7789
APPLICATION INFORMATION
Students fill out an application to
(973)
618-3000
DESCRIPTION OF SCHOOL
SERVICES