Getting In & Staying In: College Applications and Coaching for LD Students Rebecca Field, Ed. M. Rebecca Field ConsultingBayhill High School [email protected]@bayhillhs.org.

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

So What Can We Do?

1. Understand the Laws

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

K – 12 Education: Parents are VERY involved

Participate in the IEP

Fight for their students

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

3. Help with the application process!

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

4. Celebrate With An Understanding of the Realities

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

5. Help Students Stay In Successfully

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

Self-Advocacy Skills Are Imperative

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

When You Know It’s Working!

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

[email protected]

(510) 816-7755