Getting In & Staying In: College Applications and Coaching for LD Students Rebecca Field, Ed. M....
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Transcript of Getting In & Staying In: College Applications and Coaching for LD Students Rebecca Field, Ed. M....
Getting In & Staying In:College Applications and Coaching for LD Students
Rebecca Field, Ed. M.
Rebecca Field Consulting Bayhill High School [email protected] [email protected] College Advisor
What is a learning difference?
A learning difference is a neurological condition that interferes with a person’s ability to store, process, or produce information. They can affect one’s ability to read, write, speak, spell, compute math, reason and also affect a person’s attention, memory, coordination, social skills and emotional maturity.
Common learning differences include: Dyslexia – a language-based difference in which a person has trouble with specific language
skills, particularly reading. Dyscalculia – a mathematical difference in which a person has a difficult time solving arithmetic
problems and grasping math concepts. Dysgraphia – a writing difference in which a person finds it hard to form letters, write within a
defined space and express ideas.
Learning differences often run in families. Attention disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD)
and learning differences often occur at the same time, but the two disorders are not the same.
Taken from the Learning Disabilities Association of America
Are you ready?
AcademicallyAcademically GPA and transcript trend College Prep Curriculum
4 English 3 Math (Algebra 1 & 2,
Geometry). 4 recommended 2 History/Social Science 2 Lab Science, 3 recommended 2 Foreign Language 1 Visual/Performing Art
Executive FunctionExecutive Function Ability to plan Organization Self-Regulation
Sleep Personal Hygiene Medication Food Time Management
Questions to Ask Yourself
Can you… Articulate your LD Understand the laws as they pertain to you and your LD Understand and explain your own documentation Study on your own and manage your time Ask for help when you need it – not too late Understand the unstructured time of college & manage it Bounce back when you hit a bump Understand and accept that self-reliance is gradual Advocate for yourself now as a high school student
Transition from high school to college is
HUGE for all students but for LD students it can be
even more overwhelming than
we might guess
IDEA(Individuals with Disabilities in Education Act)
Educational Statute
Governs K – 12 Education. Schools receive federal funding
Free appropriate public education in the least restrictive environment
Active parent participation in the IEP (Individual Educational Plan)
Open and active communication with parents/guardians
Parents also…
Motivate their students
Help teachers understand students’ unique talents
Ask a lot of questions
Things change after high school
Students must self-advocate
Schools need to provide equal access. They do not need to modify the program in any way
Students are responsible for their records and for asking for what they need
ADA (Americans with Disabilities Act)
Civil Rights Law
Governs post high school
Students are guaranteed EQUAL ACCESS
No IEPs in college. Modifications are not required
Students control their records & who can access them
2. Find Appropriate Schools
Determine appropriate level of support Structured, coordinated, or basic
Discuss location & sizeFocus on the student’s strengths and interestsUnderstand the importance of self-advocacy Always have a Plan A and a Plan B
For students to be successful, and get what they need in
college, they need to be able to talk about their
learning difference– their challenges AND their strengths, i.e.
they need to be able to self-advocate
How can we help students develop their self-advocacy skills?
Address instructional needs with the student
Encourage experiences and expertise outside of the classroom setting.
Develop independent living skills: money, transportation, etc.
Involve the student
Some Examples Make an appointment with the person who assessed the student and
have her/him explain the testing to the student.
Make sure that the student (not the parent) is talking with teachers if/when school issues arise.
Encourage work/internship experience.
Encourage students to develop and pursue passions. Use summers!
Allow students to fail sometimes.
Make sure that students have basic understanding of money, credit, etc.
How can we help parents? Explain WHY self-advocacy is so important
Help them see the big picture and that small failures are part of a larger success
Teach them about the laws so they begin to back-off now
Acknowledge that LD parents often struggle with even more stress than parents of neurotypical students
Remind them that there are over 3,000 colleges in this country and that if their child prepares and finds the right college match, the college experience can be life-changing
Get Organized! Create a file for all college materials
Does your high school have a profile/questionnaire?
Begin visiting
Stay true to your timeline
Take standardized tests and ask for recommendations
Use the summer to complete personal statement
Aim to be “done” by Thanksgiving
Get Accommodations in Place SAT/ACT accommodations by end of sophomore year
Update neuropsychological testing between Junior and Senior years
Remember this is the student’s process
Make sure s/he understands his own learning difference
Make sure s/he understands the laws
Decide Whether to Disclose Is always up to the student
Advantages College understands the student and her needs Student feels in control of her information Clear and open lines of communication
Disadvantages Thinking, “I won’t get in because of my learning difference.”
Can be done in numerous ways Personal Statement Additional Information Section
Statistics(Taken from the National Center for Education Statistics)
2000: 27.3 18-24 year olds2011: 31.1 million 18–24 year olds
General Population
67% attend postsecondary programs 40% attend 4 year college 32% attend 2 year college 52% completion rate
Students with Disabilities
60% attend postsecondary programs 19% attend 4-year college 44% attend 2-year college 41% completion rate
To Know About LD 63% of postsecondary students who were identified in high school as
having LD did NOT consider themselves to have LD when they transitioned to postsecondary programs
Of those who did LD identify in high school, only 28% informed postsecondary schools of their LD
88% of LD students who DID receive assistance in postsecondary programs reported the supports as “very” or “somewhat” useful
43% of postsecondary LD students who did not receive any help reported that it would have been helpful to receive assistance
The Post High School Outcomes of Adults with Disabilities up to 8 Years After High School
A Report from the National Longitudinal Transition Study-2 (NLTS2)
September 2011
Important Questions to Ask
What supports are available on campus?
How can students access these supports?
What is a College Success & Retention Coach and when is hiring one a good idea?
Supports on Campus
Note takers Extended time on tests Testing in a quiet environment Priority Registration Reduced course load Access to assistive technology (Kurzweil,
Dragon Naturally Speaking, etc.)
Accessing the Supports
Update documentation Completed after age of 16 Cognitive and Achievement tests
Meet with DSS person When visiting campus After acceptance and before classes begin
Dear Professor Letter At the beginning of each semester/quarter
Success & Retention CoachingA bridge to independence for those
students who have gotten into college, want to be successful there, and need
additional personalized support.
How Does It Work?
Individualized meetings
Year long contract with the family
Mutually agreed upon goals
Clear understanding of need for trust between coach and student
Meetings to take place on campus, in the office, via phone or Skype
Clear and consistent communication with student and family
Resources
College Board: www.collegeboard.com
Parents Education Network: www.parentseducationnetwork.org
Association on Higher Education and Disability: www.ahead.org
Children and Adults with Attention Deficit/Hyperactivity Disorder: www.chadd.org
Great Schools (Learning Disabilities & Difficulties): www.greatschools.org/LD.topic?content=1541
International Dyslexia Association: www.interdys.org/
US Autism and Aspergers Association: www.usautism.org/
Special Needs Directory http://www.specialneedsdirectory.org
Autism, Asperger’s Syndrome Coalition for Education Networking and Development (AASCEND): http://www.aascend.net/
Some helpful resource books: Fiske Guide, K & W Guide to Colleges/Universities for LD Students, Cool Colleges for B Students, Colleges that Change Lives, Peterson Guides.
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Contact Information
Rebecca Field Consulting
www.rebeccafieldconsulting.com
(510) 816-7755