Making the Leap to College: What Students with Learning Disabilities Need to Know

Laura Kaloi (Moderator):
Welcome to LD Talk, the Web's only online discussion devoted to topics of interest to the learning disabilities community.

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It's a pleasure to welcome you to today's chat - Thanks for joining us to discuss the topic: Making the Leap to College: What Students with Learning Disabilities Need to Know.

As the number of students with learning disabilities attending colleges and universities has grown dramatically over the past thirty years, so too have the number of issues faced by students, parents, and educators. Exploring post-secondary options is often a daunting task for parents and students alike, but with the right planning, support, and information this can be a positive and truly successful next step for every student. A student with a learning disability who is planning to attend college needs to do several things to prepare for selecting the right college and for a successful college experience.
So, let's get started. Today, I am honored to be joined by two experts, Dr. Jennifer Zvi and Vincent Varrassi.

Dr. Jennifer C. Zvi is a Learning Disability Specialist at California State University , Northridge , California . At the university's Center on Disabilities, Dr. Zvi leads diagnostic assessment, evaluation and interpretation of learning disabled students. She also trains test proctors, note takers, readers, tutors, and educational support specialists and provides support services for students with learning disabilities. Dr. Zvi has over thirty years of experience in special education, assessment, evaluation and student services. In addition to training those who provide services to students with learning disabilities, she is a part-time faculty member in the university's Special Education Department and focuses on training graduate level students in assessment and evaluation. She is also a visiting faculty member at the School of Communication Studies , Northwestern University , Evanston , Illinois .
Dr. Zvi is widely published and speaks nationally on making the transition from high school to college. Dr. Zvi has a Ph.D. in Learning Disabilities from Northwestern University and was also a post-doctoral fellow at the University of California , Los Angeles where she focused her work on research and neuropsychological assessment. Currently, she is the President of the Los Angeles County Branch, International Dyslexia Association.

Mr. Vincent Varrassi, who has an M.A. in Learning Disabilities and an M.A.T. in Social Studies Education, has served as the Campus Director of the Fairleigh Dickinson University Regional Center for College Students with Learning Disabilities since July 1999. He is currently the Campus Director at the University's Teaneck "Metropolitan Campus." He has 27 years of experience in public school education, having served as both a special and regular education classroom teacher, a learning disabilities specialist, and Supervisor of Special Education. A former member of the Executive Board of the North Jersey Special Education Administrators Association, he is also an adjunct faculty member to the graduate School of Education at FDU, a former member of the Executive Board of the NJ Association for College Admissions Counseling and a current member of the editorial board of The ABCs of College Planning published by NJACAC.

Mr. Varrassi has presented on the topic of transition to college and alternative post secondary options for students with learning disabilities and Asperger Syndrome at high schools, college fairs, and professional conferences throughout the State of New Jersey and nationally. He has addressed parents, students and educators at the Addressing Achievement Gaps: Students with Learning Disabilities Transitioning from High School to College Symposium sponsored by NCLD and ETS in October 2006. Visit www.ld.org/ets for the information from the successful two-day symposium. Other presentations include: the New Jersey International Dyslexia Association Conference, The NJ Transition Coalition, the New Jersey Association of College Admissions Counseling, the National Association of College Admissions Counseling, the New Jersey Association of Learning Consultants and many parent organizations through NY and NJ. He has recently been appointed to the Professional Advisory Board of ASPEN, The Asperger Syndrome Education Network.

For more on this topic, see Vincent Varrassi's article Planning for College Success for Students with Learning Disabilities and Dr. Jennifer Zvi's PDF Making the Leap to College.

I am Laura Kaloi, Director of Public Policy at the National Center for Learning Disabilities, and I'll be moderating today's discussion. We have received an overwhelming response to today's topic- thank you!

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Question from Lesley Sasser, ESE Staffing Specialist, Crestview High:
What type of typical support and/or accommodations does a college/university offer to learning disabled students? Would an "IEP" be written at the college level?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer:  By law there are certain accommodations that must be provided to students with disabilities:
1. Priority registration
2. Extended time to take exams (either time and a half or double time)
3. Note takers
4. Readers or another method for the student to access the curriculum (such as books on tape).
Across the United States there is no set standard as to what is considered acceptable extended time. For some institutions, time and a half is considered the standard and the student only receives double-time based on the severity of the disability. At some institutions, double time is the standard.
Tutoring is not considered a mandated service and is provided at the discretion of the institution. Some institutions may provide peer mentors or educational support specialists to assist students with learning disabilities to grasp the concepts, edit papers, assist with organization of thoughts and ideas, provide mnemonic strategies, assistance with time management, assistance with study skills; however, the assistance is not subject specific, but crosses all areas of learning and subject matter. Therefore, if one learns how to read for information in History, the same process would also work for Sociology and Psychology.
Once the student reaches the age of 18, he/she is considered an adult and the IEP which is K-12 specific no longer applies.

Vincent: Good question. I travel around the tri-state area (NY, NJ and CT) with a program that I call: "Whatever Happened to My IEP?" No, there are no IEPs at college. The legislation (IDEA) that governs Special Education in the K-12 world does not extend to college. It ends at age 21 or with the attainment of the high school diploma.

Unlike, IDEA which is designed to provide a child with SUCCESS and is educational legislation, Section 504 is a part of the Rehabilitation Act of 1973 which is designed to provide ACCESS and is Civil Rights Legislation. When you think access, think, for instance, of ways in which we can make buildings accessible for persons with disabilities: curb cuts, Braille, elevators etc. There is no guarantee that once you are IN the building/school you will be successful. Accommodations like Extended Time for one with a processing speed deficit, or tests read aloud for one who is blind or dyslexic are accommodations that one may typically find at college.

In some colleges one may qualify for note taking assistance or, if documented appropriately, for a "medical single" in a residence hall. However, the curriculum modifications that many parents and students have come to expect in high school are not permitted. The college or university (or any post-secondary educational program for that matter) has the right to determine what courses it considers "integral" to the degree it grants. These institutions also have the right to determine what aspects of a course are integral to a course of study or major. A student with an understanding of higher level mathematics may qualify for the use of a simple calculator if the disability manifests itself in arithmetic/computation. However, a graphing calculator or one with functions that are being "assessed" may not be permitted. An accommodation in one major may not be appropriate in another.

Laura Kaloi (Moderator) :
You can download NCLD's Parent Advocacy Brief: Transition to College: Strategic Planning to Ensure Success for Students With Learning Disabilities (PDF) for updated information and tips for transition planning for middle and high school students.

Question from Barbara Mayfield, ADA/504 Coordinator, University of Central Missouri:
The changes in IDEA have affected the importance of updated documentation. At the same time, the requirements of universities under ADA expect recent verification of learning disability. How do you advise the parent of a college-bound student to ensure that the student be eligible for services in college?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: This is a difficult question. You are correct that schools are required to conduct re-evaluations every three years but that does not mean they have to update the testing every three years. What makes it more difficult for parents is that schools are not required to evaluate students for the purposes of securing accommodations at college. The defined purpose is "to determine eligibility for special education and related services". At one time I had suggested ways for parents to word transition plans to make this happen but those methods are no longer valid. I think it is a matter of working with the school system to get them to conduct evaluations (the Psycho-Ed evaluations) during junior or senior year. Absent their agreement to do so, there is no way I know to require it. However, the requirement for the person with the disability to provide documentation continues and it may mean that parents will have to purchase those evaluations privately.

Question from Theresa R. Wright, SPED Coordinator, DoDDS-Europe/DSO Kaiserslautern:
How can our overseas school district best prepare LD students for college? Our students are the sons and daughters of active duty military personnel. These students have moved within the U.S. and overseas several times prior to graduating from high school.

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: You prepare these students with learning disabilities the same way you would if they were living in the United States. These students need to have the basics in reading, writing, and math so they can compete with their non-disabled peers once they reach post secondary education. Also, these students should be able to describe what their disability is and how it affects them. They should be able to advocate for themselves in terms of knowing the appropriate accommodations they will require to be successful (i.e. Extended time to take exams, books on tape, a reader for exams, a calculator for math, a quiet distraction free room in which to take exams, a word processor with a spell checker). They should also not look at the disability as describing who they are. The disability is only one aspect of who they are, it is not the whole of what they are. They should also view themselves in a more positive light. They have a great many strengths and it will be the strengths that will allow them to succeed. In high school many students with learning disabilities define who they are by what they cannot do rather than who they are by what they can do. Read the Expert Answers Guide: Success Attributes of Kids with Learning Disabilities by Marshall Raskind, Ph.D.

Vincent: I am going to suggest some things that are really appropriate for all schools preparing students with Learning disabilities for College.

1. Challenge them. Raise the bar. They can do it with support. Now is the time for them to see what their strengths are. What their gifts are. What they don't do as well. They need to be finding out the level at which they can compete because that will help them in their choice of college.

2. Give then a "real" college preparatory level experience. Encourage them to try courses they may be afraid of. Make sure they are taking the courses that colleges typically require. A college is under no obligation to eliminate a course required for admissions just because a high school waived it with an IEP.

3. Help them to understand their learning disability. Too many students arrive on my doorstep who cannot answer the following question: "Tell me a little about your Learning Disability and how it impacts you in school?" If they don't know where they have trouble and why they have trouble how can we expect them to self-advocate? What will THEY ask for at the Student Disability Service Office? How will THEY explain their learning disability and what their documentation says if it has never been explained properly to them?

4. Believe in them and let them know you believe in them. Make sure they understand their strengths and then guide them to areas that play into their strengths.

I often think of some of my business majors who come to college with significant remedial needs in Mathematics. They start in remedial Math classes (and often have to repeat them) and then are faced with a higher level of "101", two semesters of Accounting, two semesters of Quantitative Analysis (STATS), Finance I and II, etc. Can some do it? Of course, but many need to confront the reality of not being able to do it after spending $25,000-50,000 on tuition bills.

Question from Miranda Avant, Special Education Department Head, Carnahan High School:
What accommodations and modifications are best for students transitioning into college? Will the IEPs continue to be reviewed during students' college years? What college resources are available to help students be successful?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: Once a student enters post secondary education, the IEP is no longer valid. The IEP only is appropriate from K-12 grade. Once the student reaches the age of 18, he/she is considered an adult and the Americans with Disabilities Act and Section 504 of the 1973 Rehabilitation Act takes over. The student who enters post-secondary education does not receive a "modified curriculum." The student is mainstreamed and has the same curriculum has his/her non disabled peers. The student who enters post secondary education is deemed "Otherwise Qualified" and is presumed to be able to handle the rigors of post secondary education with the appropriate accommodations and compensatory strategies in place. The mandated accommodations by law are:

1. Extended time to take exams (either time and a half or double time)

2. Note takers to access the curriculum in class

3. Priority registration so that students’ needs are met based on the functional limitations of the disability.

4. Books on tape or readers so that the student can access the curriculum from the text.
Tutors are not considered a mandated service and are provided at the discretion and benevolence of the institution.

Students should access the Disabled Students Office to receive their services, assistance, and guidance, test proctoring, books on tape or disk, note takers, and disability management assistance.
Students should utilize the Counseling Center to avail themselves of psychological assistance in terms of anxiety, stress, family problems, suicide, etc.

Students should utilize the services from the Residence Counselors in the dorms to assist with being away from home for the first time, getting along with roommates who are different than you and who may have a different culture, religion, and political background.

Students should utilize the Library personnel to assist with research, organization, and how to avail themselves of academic resources.

There may be a Writing Center on campus to assist with writing papers, editing papers, organization of thoughts and ideas. There may be a Math Tutoring Lab on campus to assist students with their Math classes.

There may be a Learning Resource Office that provides subject area tutoring for some classes. Also, some Departments may provide tutoring from their graduate students who are seeking extra money.

Question from Naomi Lowenthal, mother of 11th grader:
When in the search/application process is the appropriate time to disclose the student's learning disability?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: Some post secondary schools do not require a personal statement as part of the application process. The student applies just like their non disabled peers and is either accepted or rejected. The documentation of the learning disability is provided to the institution at the time of acceptance to the Disabled Students Office. The Disabled Students Office requires the documentation if they are to provide the necessary accommodations.

If there is a required personal statement as part of the application process, it would be appropriate to mention the learning disability at that time and state how the student accommodates and compensates for the learning disability indicating that he/she knows what to do to be academically successful.

At some institutions, once the student is denied they may have a "second look" process, which allows the student with a learning disability to provide further documentation. For example, the institution may require three letters of recommendation stating what kind of student he/she is and how they may be successful in a post secondary setting. Further, a statement from the student with a learning disability stating why he/she wants to attend this institution, also the most recent documentation should be provided, and the most recent transcript. A personal interview may also be required. After all of this further documentation is reviewed, a committee can recommend either accepting or rejecting the student. At least the student had an opportunity to explain his/her learning disability and why he/she may not have been accepted on the first go around.

Vincent: I don't know that it is ever necessary. The question really is, "why do you want to disclose the disability?" Most information you'll need to find out or that colleges will give out can be gotten without disclosing. If you want to find out about any special support program they have, only disclose to the people in that department. The support program will probably want to see documentation, but the Admissions office is not entitled to see it.

The college cannot discriminate against a person with a disability in the admissions process nor though, is it required to modify admissions practices for someone with a disability. If you want to find out if special consideration can be had, ask the question without revealing who you are or your child's name. There will be time to tell them later.

Schwab Learning offers this article: Self-disclosure of Learning Disabilities in the Beyond-School Years by Paul Gerber, Ph.D.

Question from Lisa Titus, Special Education Teacher Standing Rock Community High School:
How can we better equip our students to advocate for themselves once they go off to college? How can we better help our students understand that once they leave high school that they are on their own?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: Students cannot self advocate without a genuine understanding of their learning disability, their strengths, their gifts and how their disability impacts them in school. Several years ago a Special Education teacher in a district where I was the supervisor came up with a great idea to help with self-advocacy. As second semester students in their junior year, each of the students in her class had to compose the present levels of educational performance (PLEP) section of his or her IEP. She helped them structure interview questions and had them meet to interview:

1. Their case manager: about all their past psycho-educational evaluations and what they meant,

2. Their Guidance Counselor: about any testing information and teacher reports in their files, and

3. Both a General Education teacher and a Special Education: (in-class support etc) about what those teachers saw as their abilities, areas to work on etc.

Once all the data was collected, she worked with them to develop an essay that became the PLEP on the IEP and each student "chaired" the first portion of their IEP meeting. It was a growing experience for everyone in the room, especially the student. I think it is still a great way to begin students. It needn't wait for junior year but can start, in some form as early as middle school and you can modify the lesson to your specific situation.

With regard to letting students know about what happens after high school, get third party endorsement of what you're saying to them. Visit a college disability service office or invite a disability service provider to your high school to speak about Section 504 and how the process is handled at college.

Jennifer: One of the best things that you can do to assist your student to be a better self-advocate is to practice with the student in describing his/her disability in a few sentences. The student should be able to tell what the disability is and how it affects him/her and then what compensatory strategies are utilized to circumvent the disability.
Also, if the student is registered with the Disability Office on a college campus, they are not on their own. The counselors assist students in receiving the appropriate accommodations to compensate for their functional limitations. In addition, every campus that receives any federal funding in any way must have an ADA officer on campus.

Question from Michael Lasky, NCLD Board Member:
I hear about many instances in which college students with LD, especially those who have come from special ed educational settings, want to "break free" from the labels in college and therefore chose not to avail themselves of the LD services to which they are entitled at their college. So here is my question: What is the best way for the LD college student to walk the line between, on the one hand, trying to show that he can do it without special accommodations (such as note takers, untimed tests, etc.) and on the other hand, making use of the supports available? And is the school advisor or parent the best person to talk to the college student about this?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent : Let me answer the last part first. The STUDENT is always the best person to address this. It may mean that the parent or school counselor will have to work with the student to bring them to the point where they can do it but the student has to make this move. About walking the "line" between trying it on one's own or asking for help. Often their desire to do it alone results in great difficulty and then at the 11th hour the student will run in and want accommodations. Unfortunately that may not be REASONABLE! (I know of a case where a request for extended time on a final exam was faxed in by a parent while the student was in the room taking the exam. What I suggest it the following. Have the student go through the process of disclosing to the Disability Service Office and request accommodations. Go through the process and see, if they are able to be endorsed for the accommodation. Once all of that is in place and documentation is reviewed the student can chose to not disclose to the professor (or tell the professor and still not take the accommodations) If however, after a couple of weeks or after the first exam the student realizes that they need the accommodations they can ask to put them into effect. Since many colleges require that requests for accommodations be made BEFORE a semester begins it is much wiser to follow this course of action.

Laura Kaloi (Moderator) :
For more information on the transition process, the U.S. Department of Education has recently updated its online booklet, Students with Disabilities Preparing for Post-secondary Education: Know Your Rights and Responsibilities.
Also, the National Center for Secondary Education Transition (NCSET) offers: Self-Determination: Supporting Successful Transition by Christine D. Bremer, Mera Kachgal, and Kris Schoeller

Question from Anne Osowski, Graduate Student, Shippensburg University:
What do you think the biggest stumbling block (academically and/or socially) is to success for LD students transitioning from the high school environment to college?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: Great question. The biggest (among several) is the inability to function independently. I fear that in our efforts to help our students we have fostered a sort of "learned helplessness". Students with Special needs and IEPs have found their school lives run by their parents, IEP team members and legislation. They have not (many) had to make important decisions for themselves. They will even tell me that their "parents" (generally mothers) know all about "that stuff" when I ask them about their learning disability or their IEP accommodations or modifications.

It is really a shame that as adolescents they are asked to give us 10-12 hours of their time to go through Child Study Team evaluations by learning disabilities specialists, psychologists, psychiatrists, sometimes neurologists and clinical social workers etc. And after all of that time and the process of going through the testing and examination they don't find out what it was all about. It isn't thoroughly explained to them in a way that is meaningful. What's worse is many students don't think they need to know about it. The problem with all of this is that when they come to college they expect all these things will still be handled by other people for them. They think there is a case manager waiting to greet them and that their professors have a list with their names on it and are ready to adjust everything to accommodate them, the students. It is a serious problem and often contributes to their academic difficulties as well and their problems dealing with "the system" because they have never had to deal with "the system" before. Someone else did it for them. They will not go to "office hours" posted by professors because they can't understand why they have to talk to their professors outside of class; or don't know how to talk to professors without their case manager or special education teacher in the meeting. They don't seek out tutoring at the tutoring centers at their colleges because someone took care of that for them before or the help was just another class on their high school schedule. If the transition plan is designed for attending college, then we need to prepare them for the experience itself, and not just help them get into college.

The second greatest difficulty they have is adjusting to the level of work that is expected of them. Many are just not being challenged in their high school curriculum and haven't done, what I call the "mental pushups" necessary to get their minds and study skills strong enough to face the academic challenges that await them at college.

Question from Verdelle E. Joyner, Counselor, DoDDS Japan District:
As a counselor, what can we do to make the transition to college life run smoothly?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: Prepare your students with learning disabilities ahead of time. College is not high school and it is not mandatory to go to college. College is optional education and there are no guarantees that all students will be successful and will earn their baccalaureate degrees. Students with learning disabilities should know that they will be studying longer and harder than their non disabled peers.

1. For every hour in class, it is two to three hours of studying outside of class.

2. Students should have good time management skills.

3. Students should have good study skills.

4. Students should know how to read for information.

5. Students should have good mnemonic skills in place.

6. Students should know what assistive technology is appropriate for his/her functional limitation and be familiar using it.

7. If the student has dyslexia, he/she should be a client of the Recordings For the Blind & Dyslexic (RFB&D) and already know the procedure for getting text books on tape (disk).

8. Students should register with the Disabled Students Office at their post-secondary institution and meet with a counselor to discuss appropriate accommodations and compensatory strategies.

9. The student has an option to disclose his/her disability. For example, in a history class the student may want to disclose his/her disability because he/she would be using accommodations when taking the exams. However, the student may not want to disclose in a swimming or ball room dancing class because the exam may not be written, but practical, in which case the learning disability may not interfere.

10. Also, the student should know that it is okay to seek assistance. Counselors in the Disabled Students Office are willing to assist students be academically successful.

11. Speak to your professors. Go visit them during their office hours. Get them involved in your academic success. Be proactive.

12. Be positive. Having a learning disability sometimes allows you to think outside of the box, be more creative, think of alternate ways of doing things, which others may not have previously thought.

Vincent: Please make sure you, the student and the parent look at all aspects of the colleges, not just the support services. I still remember a young man from seven years ago who came to my University, applied to and was accepted in to my support program, and in October of freshman year realized we didn't have his major.

Help students to understand what they need in terms of services or accommodations. Work together with the members of the IEP team and the diagnosticians. Some students may not need anything extraordinary and can attend "any college USA" to which their grades and SATs admit them. With proper documentation they may get the simple accommodation that makes the difference for them. Other students need more from writing centers, to mentoring programs to very comprehensive programs like ours at Fairleigh Dickinson.

Some students will need learning strategies instructions, fixed appointments every week for tutoring and support and a freshman transition counseling component as in our program. Other may just need extended time on multiple choice tests and drop in tutoring at the college's tutoring center. You need to help the student understand where they are on that continuum and then help guide them to the college where they can get what they need. An easy job? No. A required part of successful transition to college? Yes.

Question from Pat Simpson, parent college freshman:
My son entered a small private college in Rhode Island. He submitted proper documentation and was encouraged that his needed accommodations would not be a problem. He is now told explicitly that there is no such thing as a 504 accommodation plan or ADA accommodations for college students. All requests are "if possible" and "with the agreement of his college professor/instructor" and he is now being told that most will not be granted. Is the college correct?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: Under the 1990 Americans with Disabilities Act and Section 504 of the 1973 Rehabilitation Act, which states: No student can be discriminated against on the basis of his/her disability, and if that institution is receiving any federal funding at all either in grants, loans, special projects, then that institution is required to accommodate a student with a disability.

The student was admitted to that institution and apparently met all of the requirements and therefore was presumed to be able to meet all of the demands. Despite the presence of a disability, the student was deemed "Otherwise Qualified" because he/she met the requirements of the institution and was accepted, and with the use of compensatory strategies and accommodations would be able to compete with his/her non-disabled peers on an equal basis.

If the institution is receiving any federal monies, then their needs to be an ADA coordinator specified on the campus or the campus is out of compliance. The student has an avenue to discuss these accommodations with the ADA specified person on the campus. The student may also want to contact the Office of Civil Rights to receive some assistance.

There is no set rule as to whether the Disabled Students Office or the individual professors would be providing the accommodations. Often, the Disability Office provides the accommodations, because it is easier for the office rather than the individual professor. However, some professors like to administer their own exams and accommodate students rather than have the Disabled Students Office administer the exam.

Vincent: Please understand that I am not an attorney and therefore cannot dispense legal advice in a specific case. In general terms however, consider the following: there are no such things as accommodation or 504 "PLANS." This is a concept that was developed in the K-12 world to systematize the process they use and to have it parallel the IEP process. Section 504 is Civil Rights legislation, not educational legislation and accommodations one received in high school will not automatically apply after graduation to any other situation (i.e. SATs, College, the workplace.) One must supply documentation and the institution you are going to has the right to consider the documentation in light of your request for accommodations and what that institution considers a reasonable accommodation. An accommodation in one situation may not be appropriate or "reasonable" in another. For example, is extended time a reasonable accommodation for the medical doctor working in the emergency room at a trauma center? Probably not, but it could have been a reasonable accommodation while he was taking final exams in college or medical school.

For your son's specific situation, I would suggest that he appeal the decision to the next level of authority at the college and have the policy clearly explained to him, preferably in writing. Just as a P.S., it is quite possible that many "accommodations" or curriculum modifications granted by high school schools will not be considered appropriate or reasonable by colleges.

Question from Cindy Young, Private Practice Nild Educational Therapy:
Our daughter is in her second year at a major university. She has tried to "ignore" her learning disabilities but has now decided she really needs to talk to someone at the University to find out how to manage her classes better to be more successful. She has started taking her medicine again for ADD, though she still doesn't like the way it makes her feel. She hasn't been tested since 6th grade. Where would you recommend she start?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: Check with the Disabled Students Office to see if they do in-house assessment of learning disabilities. If they do, have her sign up and be interviewed to get the assessment completed ASAP. If the institution does not provide assessments for their students, find a good neuropsychologist, or a clinical psychologist, or an educational psychologist, or a school psychologist, or a learning disability specialist to assess your daughter and update her documentation. It is not too late and she may benefit greatly from utilizing the services offered.

Vincent: I'd suggest two starting points. One is the University’s Tutoring Center where she can start getting appointments for tutoring to help get her on track. Second to the "wellness center" or whatever the counseling center is called at her college. They can guide her in terms of managing her feelings of being overwhelmed and her feelings about herself and her ADHD. Ignoring the issue hasn't worked but now she has to deal with confronting it and also confronting whatever the feelings were that made her want to ignore it in the first place. Once she has taken these first two steps (and continues with her prescribed medication) she can deal with the temporary situation of the last few weeks of this semester. Before she leaves campus in December she should visit the Student Disability Service Office and educate herself on the process for requesting accommodations and what documentation she would need. Once she is back home with that information you need a 'family meeting' to decide what to do from there. You will need updated documentation if she decides to proceed.

Question from D.C. /Parent:
Where do you find a list of colleges that will support a learning disabled student and also have many programs available? My son is a sophomore in high school and we are just beginning the process of looking for the right fit. Are there scholarships out there for these students?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: One of the most popular resources available is The K&W Guide to Colleges For Students With Learning Disabilities or Attention Deficit Disorder, 6th Edition (K&W Guide to Colleges for Students With Learning Disabilities) (Paperback) by Marybeth Kravets, Imy Wax
A second popular resource is the Peterson's Colleges With Programs for Students With Learning Disabilities or Attention Deficit Disorders (Peterson's Colleges With Programs for Students ... Or Attention Deficit Disorders, 5th ed) (Paperback) by Charles T. Mangrum (Editor), Stephen S. Strichart (Editor).

Just a word of caution. Make sure your son gets all the same opportunities for counseling by his school's counseling department. The college he ultimately picks should be one that he would want to go to even if it didn't have a support program. He needs to explore all the questions that are typically asked of all high school seniors. Big college or small? Commuter school or resident at a school far away? Are sports-important or not? Division I or Division III? Does the student prefer skiing or water skiing? You get the idea.

Jennifer: Also, some high school college prep counselors have an idea of what colleges and universities offer to students with learning disabilities. Students themselves are a good resource to inform you as to the support services they receive. If your son knows an older student with a learning disability who is already experiencing the college life, questions can be asked of the student as to the type of assistance he receives (extended time to take exams, readers, note takers, assistive technology, tutors, mentors, etc.)

Sometimes high schools have college fairs or "college night" where representatives from various colleges come and talk about their institutions. Ask those representatives if their institution provides accommodations for students with learning disabilities. If they themselves don't know, find out who does on their campus.

There are scholarships for people with green hair, purple tails, and five legs if you just look for them. The investigation could start with local philanthropic organizations such as Rotary, The Lions Club, The Kiwanis Club. They may give partial scholarships to students. Also, some religious organizations may give scholarships to students. The State Department of Rehabilitation in many states picks up books and tuition for students with learning disabilities if they are attending a public institution. Rehabilitation clients are accepted on the basis of severity of the disability, not income, so many students with learning disabilities are being supported through their four year university experience.

The National Center for Learning Disabilities offers the Anne Ford Scholarship annually to a graduating senior with learning disabilities. The application deadline is December 31, 2006. For more information, click here.

Question from David Richardson, father:
Is there financial aid available for college students with learning disabilities?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: The State Department of Rehabilitation often picks up books and tuition or at least a partial portion of books and tuition for students with learning disabilities. There is financial aid available, but may not be strictly for students with learning disabilities. Scholarships are given for students from many philanthropic organizations such as Rotary or the Lions club; however, a student has to seek out these scholarships and often they are awarded with some stipulation such as a report back to the organization.

Vincent: There isn't as much funding available for students with LD as one would think appropriate. Here is a link to the University of Washington's Web site on planning financial strategies for students with disabilities. You should also look into any state programs in your area that may be sources of funding for post secondary education.

There are also organizations, such as the National Center for Learning Disabilities that offer scholarships aimed at students with learning disabilities.

Question from Elizabeth Burkett, Transition Facilitator:
Is there any type of checklist that could be given to a student with a learning disability entering college that would simply the things they need to do?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent : There are checklists that have been published in one form or another. I have posted a brief article that you can access on this site and there is also one published by NCLD that you can find here today as well. In general terms however keep in mind that students with Learning Disabilities are not all the same. Just as there is a continuum of services in high school and students need to access more or less of THOSE services, there are different levels of support offered at different colleges. Some have no programs at all and will just provide mandated accommodations to students with proper documentation. That may be enough for many individuals. Others, like FDU, offer very comprehensive services and those programs go above the requirements of 504 and ADA and those programs are necessary for other students. Therefore, step one on any checklist needs to contain the following: KNOW YOUR DISABILITY, KNOW WHAT YOU NEED and KNOW HOW TO ASK FOR IT!! Please take a look at the resources available in this chat.

Question from Sharyn Lonsdale, parent:
My daughter is thinking of going to college but she has a severe math disability and will not score well on the SATs. Does this rule out a four year college for her?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: The answer to that question, unfortunately, is "it depends." Most four year colleges still want SAT scores and use them as part of the admissions process. How heavily the SAT scores count is specific to the college to which your daughter is applying. If all other aspects of your daughter’s application are within the college/university's parameters (and your daughter's major isn't "math dependent") she may still have a good chance for acceptance. If that doesn't happen, do consider very strongly, starting at a two year or community college, earning a good academic record and then transferring.

Jennifer: No, just because your daughter has a math disability does not mean she is restricted from attending a four year institution. Many students may take their math requirement at a community college and then transfer as a junior to a 4 year institution not having to worry about meeting the math requirement and only concentrating on their chosen major once they have entered the four year institution. However, each individual university and college may have its own requirements, which should be known to the student prior to attending.

Some majors do not require any further math except the General Education Math requirement. Having a math disability however, does not mean that an automatic waiver or substitution will be granted for that student. The student may receive the approval to take a substitution course or the student may have to try and attempt the math course and see how well she/he does. For example, some students may do well in Statistics, but may not do as well in College Algebra. It may depend on the way the course is taught, if it is related to subject matter that means something to the student, and/or the type of assistance the student receives to assist him/her in the class.

Question from Margaret Goggins, Mother, Newport News, VA:
I have heard there is a difference between SAT and ACT testing. Is one considered more LD friendly? I have also heard discussion about IEPs and 504 Plans for college age students. Is an IEP that much better?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: I am not sure why it is, but East of the Mississippi students usually take the ACT, while West of the Mississippi students take the SAT. I would suggest that your student take the review course and try both.

Standardized testing is only one measure reviewed for acceptance into post-secondary education. Students can even take the SATs or ACTs more than once and have the best score sent to the various colleges and universities. For many students with learning disabilities, no standardized test is friendly.
IEPs are not valid in college. They belong to K-12 education. Once the student turns 18, he/she is considered an adult and the ADA and Section 504 of the 1973 Rehabilitation Act are the laws that apply. Students' accommodations are based on the functional limitations of the disability that is provided in the current documentation presented to the Disabled Students Office within the college or university they are attending.

Vincent: Second question first. For the post secondary level it is not a matter of the IEP vs. the 504 Plan as being better or worse. What is going to count when requesting accommodations or applying to special programs that some colleges offer is the supporting documentation. The results of the Psycho-Educational or Neuropsych. Evaluations.

Re: SATs vs. ACTs. The general perception is that because the ACTs are more "aligned" with the curriculum that a high school student experiences, the ACT is thought to better measure what the student has actually learned in school and will therefore better reflect his or her ability to learn than the SAT with its emphasis on Critical Reading.

Question from Rose, mom of 11th grade dyslexic straight A student:
My child is dyslexic and has never taken a world language in school. My child is in all accelerated classes and is a straight ’A’ student. The counselors are adamant that all state colleges and universities require languages; however, when I speak to admissions I received a different response. What EXACTLY do we need to provide colleges and universities so that they will waive the language requirement?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: At some colleges and universities sign language is accepted as a foreign language. For some students with learning disabilities, sign language is easier to learn because it is more visual and tactile kinesthetic. Also, even though your student is dyslexic it does not mean that he/she cannot learn a foreign language. According to Lenore Ganshow, who has done a great deal of research concerning students with learning disabilities and foreign languages, some students can handle foreign languages because they are more regular than English and are constructed differently than English so that often every letter has only one sound. I would not expect that a foreign language requirement would be waived. The student may receive a substitution for taking a foreign language, but to expect a waiver is incorrect.

Remember, under the ADA, the student with a learning disability is to be considered "Otherwise Qualified" as long as the appropriate accommodations and compensatory strategies are in place for the student to succeed. No parent should expect special course requirements to be waived just because the student has a learning disability.

Vincent: Colleges do not have to waive World Language requirements for admissions. An IEP has the power to waive it as a graduation requirement, but not as an admissions requirement if the particular college requires it. Remember, the IEP no longer mandates that anyone do anything after high school graduation. It is an important part of your child's historical record but it will not require that institutions other than your current school provide anything. AN IEP cannot require that Educational Testing Service (ETS) provide accommodations, and cannot require that a university waive an entrance requirement.
You may have to consider colleges other than one with an entrance requirement. Some colleges will consider waiving it, however, be aware that some some colleges waive it as an entrance requirement and then require it for graduation.

Question from: Anonymous
Is it possible for colleges to contact insurance companies to indicate a student with a disability would be considered a "full-time" student with less hours than 12? (Insurance coverage for many students with Learning Disabilities is what leads them to take too many hours when transitioning to college.)

Also, are certification programs a good alternative for students with lower skill levels in Reading, Writing, and Math?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: I think it is the responsibility of the counselors in the Disabled Students Office to contact an insurance company and state "for this student, based on his/her functional limitations, 9 units or 6 units should be considered a full course load." However, this is done only rarely, and may not be accepted by the insurance company or the financial aid office at the university. By carefully choosing course work and not taking all classes that require a great deal of reading or all classes that require papers, students can sometimes manage 12 credits and be successful.

There is an appropriate college for every student with a learning disability varying in degree of severity of the disability. However, the search must proceed to find the exact fit. Many two year colleges provide a certificate program for the student, which basically trains them for work or a career.

I do not think that college is for everyone. Many students would be more successful if they had advanced training in something, but they need not go to college to receive it. High school should not be the last of one's education, but more advanced training in a field with the appropriate assistance may be an option. One can be a successful plumber or an electrician without going to college, but the student needs mentoring, apprenticeships, and tutelage along the way.

Vincent: I am not sure about that question as I believe that insurance company's policies and the college's policies are both factors. I believe the best way to go about this would be to:

1. Apply to the college for full time status with a reduced course load via the accommodations process for that college;

2. Provide medical documentation to the insurance company, noting that due to medical factors your child cannot take more than "X" number of credits and appeal to have the child’s coverage continued on the insurance policy. I cannot tell you if either of these things would be successful as I have not had any direct involvement in these situations.

With regard to certification programs: I believe that these programs are very viable alternatives for students whose learning disabilities (and interests) may make a BA or AA degree program a hardship. There are truly ways other than college for students to prepare for successful lives despite all the hype to the contrary. However, there is a definite need for some specialized training/education after high school to prepare for those careers. I see many students going to universities wanting very specific training in an area of interest. However, a four year college is not a training center, and students are required to take many courses other than the specific things that interest them.

Laura Kaloi (Moderator) :
Every state has a vocational rehabilitation (VR) agency that is designed to help individuals with disabilities meet their employment goals. Vocational rehabilitation agencies assist individuals with disabilities to prepare for, get, keep, or regain employment. The National Dissemination Center for Children with Disabilities (NICHY) offers a publication that answers questions frequently asked by individuals with disabilities about vocational rehabilitation.

Question from Ms. Kotulski, Social Studies Department Chair, Layton Preparatory School:
What is the most difficult thing that you hear from students and parents about accessing services at college?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer : Often students with learning disabilities want to start fresh in college since nobody knows them. Students with learning disabilities want to be just like their non-disabled peers, so they do not register with the Disabled Students Office until they are in academic difficulty. At that time the Disability Counselors have to assist students in realizing that it is not a stigma in post-secondary education to have a learning disability. To assess services, students need to register with the Disability Office and find out their procedures for test proctoring, note taking, books on tape, etc. Once the student perceives that he learns differently and it is okay, the procedure for academic success becomes easier.

Question from Diane T.:
My child has a dual diagnosis of learning disability and anxiety disorder. How do colleges regard emotional disorders? Does that count against a college applicant? What advice do you have for how we might approach this most constructively with a college? Thank you.

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: There are many students who attend college who have a psychiatric disability. Documentation has to be provided and functional limitations have to be stated so as to provide the appropriate accommodations. The student should register with the Disabled Students Office and discuss with a counselor how the disability impacts him/her educationally so appropriate accommodations and compensatory strategies can be put in place. If the student is on medication for the anxiety disorder, the Disabled Students Office should be notified. Documentation of the learning disability should also be on file so that appropriate accommodations can be provided for the learning disability, which may differ from those provided for the anxiety disorder.

It is best for the student to be his/her own advocate and be able to discuss in a few sentences how the disability affect the student and how he/she compensates for the disability to be successful.

Vincent: Colleges do not know what disability a person has when they apply and they cannot ask. A disability should not exclude one from admissions if all other components of an application meet their profile for admissions. You, however, have some decisions to make. How will your child's emotional health impact on his/her ability to live away? How far away should she be from home? Is she able to maintain a full course load or should she be attending part-time? Will you need to set up a medical support team in the area when the college is? I can’t answer those questions, but in the case of anxiety disorders, social disabilities like non-verbal learning disabilities or Asperger Syndrome etc. many factors other than a reading, mathematics or writing disability need be considered before sending a student off to college. Some colleges have wonderfully supportive "wellness" centers or health services centers on campus but many times the level of disability can exceed the level of support typically available and you will need to have a prescribing physician in the area or a therapist that your child is connected to.

Question from Deb Sandler, mom:
Our 17 yr. old Junior was diagnosed as ADHD w/ LD in sixth grade. She has consistently been an Honor Roll student and has not wanted to be labeled LD. As a result we've had her do outside tutoring. When exploring whether to get her a 504 classification or an accommodation for SATs we've repeatedly been told that it would probably be denied since she is performing at such a high level. So we have not pursued it. Her biggest challenges are in written expression and reading comprehension. She has been on Adderall now for three years. We are very concerned about her transition into college...the lack of structure, getting overwhelmed, and wonder once again whether we need to have her classified in order to make sure she gets the support she needs once she arrives at college.

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: I can see your confusion and I suspect it is coming from misinformation or confusion on the part of school, friends or neighbors.

There is no classification of 504 in the sense that one is classified or made 'eligible for special education' through the process outlined in the special education rules and regulations. IF your child is diagnosed with ADHD and is currently seeing a prescribing physician you have the first step done. Your child has a diagnosis. However, whether it is for the SATs or to obtain accommodations when your child enters college, a Psycho-Educational Evaluation (and at some institutions a Neuro-Psych Evaluation) is required.

Section 504 requires that one have a disability that substantially limits one in some area of life. In this case you are looking for the impact of the ADHD on her school/academic performance. If this is the case, it matters little if your documentation comes from your high school or a qualified private practitioner. Your daughter may present the Medical diagnosis of ADHD and the Psycho-Education Documentation to the Disability Service Provider at her college and she may request accommodations based on those reports.

Understand that accommodations are not programs. I think you have more work to do but I hope this gives you a good start. Good luck.

Jennifer: It never hurts to be part of the Disabled Students Office in College. College is very different than high school and your daughter may need the services. Even if she is on medication, she more than likely could utilize extended time to take her exams in a distraction free environment. College begins the process of "high stakes" education and if your daughter has a verified disability it should be noted and she should register with the Disabled Students Office. If she chooses not to use the services that is her choice, but she should have the option.

In addition, she is probably going to be reading a great deal more in college than she ever did in high school. The organization, Recording for the Blind & Dyslexic (RFB&D,) provides college text books on tape and may be an appropriate compensatory strategy. Their Web site is http://www.rfbd.org/.
Further, if written expression is a limitation, she should become familiar with assistive technology, which could help with writing assignments. There is a software called "Inspiration" that is specifically designated for written expression. It helps students organize their thoughts to begin with in a non-linear fashion and then once all the ideas are in place can reorganize them into an outline. Information about it can be found at http://www.inspiration.com.

Also, Kurzweil is very appropriate for written language and reading. Whatever is printed on the screen can be read back out loud to the student by the word, by the sentence, and by the paragraph. It assists students with their own editing. They can hear what they have written and make corrections. Kurzweil can also bookmark various passages to inform the student as to what should be stored into one's memory or what might be a good question on an essay exam. Visit Kurzweil Educational Systems at http://www.kurzweiledu.com.

Question from Liz Perez, Special Education teacher:
My students wanted to know about specific schools that have 1:1 support without extra fees. Do you have any recommendations? Thanks.

Vincent Varrassi and Dr. Jennifer Zvi:
One to one assistance should not be assumed or expected as an accommodation. One-to-one assistance is provided at the discretion of the post-secondary institution. One-to-one assistance refers to tutoring and tutoring is not considered a mandated service under the ADA or Section 504 of the 1973 Rehabilitation Act. In the state of California, students with learning disabilities, (in fact, all students with disabilities) do not pay for any services that are provided in post-secondary institutions. Some institutions cannot duplicate services, so the assistance they provide students with disabilities may be called mentoring or educational support, which may differ than those services offered to all college students at that institution under the Learning Resource Center.

Laura Kaloi (Moderator) :
Check out Schwab Learning's article High School Students with LD or AD/HD: Considering College by Loring Brinkerhoff, Ph.D.

Also, for more information on assistive technology, visit the Center for Applied Special Technology.

Question from Mary Smith-Holt, parent, senior at Woodinville High School:
Seeking out additional support for learning disabilities, classroom accommodations (like note-taking, additional time) and communicating needs with course teachers takes a lot of additional time and organization. How does an LD student who already requires additional time to complete reading and writing tasks, typically work with college instructors on these issues?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: Usually, the student is registered with the Disability Office that has a procedure already in place. The student with a learning disability should meet with a counselor and sign the appropriate paper work. Some type of a test proctoring form is usually provided for the student, the counselor and the professor to sign indicating what accommodations will be utilized for each particular exam. Also, many students take their exams in the Disability Office and not in the classroom because they require extended time. So, the Disability Office may have a procedure as to the amount of lead time that has to be given before an exam is administered so there is enough room and/or the appropriate accommodations can be provided such as a word processor with a spell check or a reader, or a scribe.
Receiving extended time for written work or reading assignments is not automatically granted. It would be on a case by case basis. At the beginning of the semester or quarter, professors hand out their syllabi, which explains the dates for exams and when assignments are due. Students with learning disabilities are not automatically granted extended time to turn these assignments in just because they have a learning disability. The student entered the post-secondary institution knowing that he/she would be studying longer and harder. If it takes them three times as long to write a paper, then so be it. The deadline is not for all students except those with learning disabilities. The set deadline is for everyone.

Vincent: He must first bring his documentation to the Student Disability Service Provider at the College and request the accommodation be endorsed by the University. Once the accommodation has been officially endorsed by the University, the student will be guided as to how the accommodation will be implemented.

Question from J. Wilburn, M.Ed. Educational Diagnostician:
I am in private practice and frequently test high school students to document need for accommodations in college. Is help with note taking still available at most colleges and how do they facilitate this?

Vincent Varrassi and Dr. Jennifer Zvi:
Note taking services is considered a mandated accommodation. Some institutions pay peers in the class to take notes for students with disabilities. It usually is a one time stipend paid at the end of the quarter or semester to the student in the class who took notes for the student with the disability. At some institutions, professors provide their notes to all of their students by putting their lecture notes in the library for access to all. Not all universities provide professor’s notes. It would be too costly to hire professional note takers for every student who needs notes, but securing volunteers who would like to take notes for college students may be another option.

Question from Amy Shelite, special education teacher Hennessey High School, Hennessey, Oklahoma:
I have students on IEPs entering college. Is there a specific way to write their IEP so that it will be accepted at colleges?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: IEPs are not accepted at college. IEPs are for K-12 education. They may assist counselors in reviewing what accommodations were used during high school, but once the student reaches age 18, he/she is considered an adult and the student then is under the 1990 Americans With Disabilities Act and Section 504 of the 1973 Rehabilitation Act, which states: "No student shall be discriminated against on the basis of his/her disability."

Student's functional limitations must be stated in the documentation and how the functional limitations affect the student academically. Current documentation should include adult norms and assessment tools should be utilized that reflect adult abilities. For example, the Wechsler Adult Intelligence Scale-Third Edition should be utilized rather than the Wechsler Intelligence Scale for Children-Fourth Edition because the documentation is supposed to be utilized throughout the student's educational experience and the norms of the WISC-IV only go up to age 17. Many post secondary institutions do not assess within their institutions, so having to update the student’s documentation may be costly.

When the student enters a post-secondary institution, the documentation should be current and reflect the student's functional limitations and what accommodations and compensatory strategies would be utilized to assist that student. Remember, in college there are no modified classes and no classes just for students with learning disabilities. The student with the learning disability is responsible for meeting all of the requirements of the course just like his/her non-disabled peers.

The student with a learning disability may not use his/her disability as a crutch or an excuse. If they were accepted into college, they are considered "Otherwise Qualified" as long as they have the appropriate accommodations and compensatory strategies in place to be successful.

Question from Terry Weisinger, Parker School:
I provide academic support for high school students with a range of learning difficulties; NLD, Aspergers, Language-based disabilities, etc. We welcome both students and parents being involved in the TEAM meeting and the creation of the student's IEP. I have always held that a student advocating for themselves is critical to their success in high school as well as their transition to college. My question focuses on what can we do to help both the students and their families achieve a successful transition where the student becomes in charge of their own education? How can we help families recognize the necessary steps which happen in high school? And what steps would you suggest? Thank you.

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: Self advocating is a process. It does not happen over night. Students need to learn to advocate for themselves in post secondary education because once they get out in the real world they will have to continue to do this for themselves. College is good practice for self advocating. However, Disability Counselors are in their corners. They can assist students with the process of self advocating. Knowing what the disability is and how it affects one is primary. Then knowing what accommodations and compensatory strategies are appropriate for your functional limitations is very important.
Seeking assistance with course selection, course balance, which professors to take, study skills, mnemonic strategies, and time management strategies are all under the purview of the Disability Counselors. Use their expertise.

Sometimes there are support groups for students with learning disabilities that are offered through the Disabled Students Office or through the Counseling Center. Students with disabilities should attend these support groups because valuable information and solutions to problems are discussed and role played. Friendships are established because students realize they are not the only ones having the problems. Many students experience the same difficulties, but perceive they are the only ones going through it. By being in a support group, conversations and ideas can be discussed which may help in solving the problems.

Vincent: See answer to 'How to best prepare our overseas students.' The suggestions made in that answer apply here.

Laura Kaloi (Moderator) :
The George Washington University HEATH Resource Center offers: Top 10 things to think about as you prepare for your transition to adulthood.

Question from Johnny Nunez, was a full time student, Howard College in San Angelo,TX:
I am half way in finishing up an associates degree, and when I get to the Respiratory courses the instructor tells me in a hostile way that she cannot do the accommodations I requested at the beginning of the school semester. I never expected a teacher to act like that. Can you help? Thank you.

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: If a student is registered with the Disabled Students Office on campus, then a counselor from that office should have reviewed the appropriate accommodations and approved them. Once they are approved as being appropriate for your functional limitation, the professor needs to abide. I would hope that a counselor from the Disabled Students Office could assist in advocating for you. There should also be an ADA coordinator or administrator somewhere on your campus to whom you may seek advice. If your campus is receiving any federal funds in the form of grants, loans, research, etc. then there is supposed to be an ADA designated person on your campus to assist you.

Question from Cam Lewis, Parent:
Are SAT exam results always a key component of a student application at a competitive college or university? Our daughter has developed extraordinary skills and succeeds very well in school (academically as well as in sports). However, typically she would not do well on an SAT style exam. In your experience, are admissions offices becoming more accommodating or knowledgeable when dealing with applications of LD students (who succeed with minor accommodations)?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: SATs and/or ACTs are only one measure utilized for acceptance into a four year post secondary institution. Transcripts, grades, personal statements, and often personal interviews are also utilized in the acceptance process.

Some institutions have a policy where they offer a student with a learning disability "a second look." This allows the student who may not have met minimum requirements for some reason to have a second opportunity to apply to the institution with further documentation or material that may allow the student to enter. For example, students who attend non-public schools may not have the opportunity to take a foreign language. If that is a minimum requirement for entrance, then these students would be denied acceptance. Under the "second look" policy, the student would provide three letters of recommendation discussing some of the attributes and positive characteristics of the student, and the opinions of these people as to whether this student would thrive on a 4 year campus. The student would also have to write a one page essay stating why they wanted to attend that institution. In addition, a personal interview would take place either on the phone or in person. The latest documentation of the disability would be reviewed as would a transcript of the student's grades. The committee would gather all of the data and make a decision as to accept or reject this student as a "Special Admit." The likelihood that this student would be successful on this campus after reviewing all of this further data would be most probable.

Vincent: SATs will more than likely always play a role in the application process to most colleges. Just as we hear of more schools considering the elimination of SAT scores as part of the process, news like that recently reported in the press about inflated high school GPAs surfaces and colleges begin to reconsider. The issue, I think, centers around the fact that grades in high school can vary among teachers teaching the same subject in the same high school or district. Different districts can vary in how difficult or easy it is to get high grades. How is a college admissions officer able to judge among students coming from different high schools with different grading practices unless there is some measure that is common to all of them and that typically is an SAT or ACT?

About admissions practices for students with disabilities; the process is ‘blind’ to the existence of a disability. Colleges are not permitted to ask if an applicant has a disability and a student is not required to disclose. If a student does disclose, some colleges will consider how a disability has impacted a student's performance in high school or on the SATs however they are not required to do so. In fact, I am always concerned about the danger of a student losing eligibility under Section 504 if separate admissions criteria are used. 504 does require the student with a disability, to be "otherwise qualified" which typically means they meet the same entrance requirements as everyone else. My recommendation to a student who wants to disclose a learning disability, either at an interview or in a college essay, is to explain how and by what strategies they have been able to compensate for their learning disability and still have a successful high school experience. To use the learning disability to begin a discussion of why they can't do something or as an explanation of why they didn't do things in high school is going to emphasize the wrong aspect of who they are and why the college should take them.

Question from Tyra Clark, Parent Resource Center:
What is the best way to evaluate the resources that a college has available to the students? Tutors are very frequently just a student that has taken the class and doesn't have training in how to tutor a student with a learning difference. Also several of the services listed in brochures only exist on paper.

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: Students with disabilities should go on college visits just as their non-disabled peers. Call the Disability Office at the institution in which you are interested and ask to speak to a counselor and have him/her explain the services offered at the institution. Go to college night at your high school and ask the representatives what accommodations are provided for students with learning disabilities at their institutions.

See if any other students from your student's high school attended the post-secondary institution in which you are interested and ask them directly if they received appropriate services.
You may also utilize the services of a college placement counselor who may know first hand which schools are a good fit for your student with a learning disability.

Assuming that a small liberal arts college would be a good fit because the student may receive individual attention may be incorrect. It is quite possible that the faculty and administration are not that familiar with learning disabilities and are unaware of appropriate accommodations and compensatory strategies. Also to assume that a large public institution would not be a good fit for your student with a learning disability may also be incorrect. Disability Counselors at large public institutions are often very capable of providing appropriate services and may be well versed in dealing with students who learn differently.

Vincent: Tough question. I am the Campus Director of a support program at Fairleigh Dickinson. In our case we hire professional tutors to work with our students. We want them to have both content area expertise as well as training in the field of learning disabilities. Since we have a graduate program in learning disabilities at our University it is easy for our tutors to continue their studies and they do. Our tutors generally have Master’s Degrees.

But, how to judge other programs? Visit them. Ask the specific questions in which you are interested. What are the services? How many support sessions can a students receive in freshman year and subsequent years? Does the program require a separate application? (Most do and most will require that a student be admitted to the college before acceptance into the support program) Is there a fee? Does the staff have opportunities for professional development? What is the retention rate? Etc.
I like to suggest visits and conversations with the people who run the programs, not just the Admissions' Department. And though the Guides I mentioned earlier are very useful, they are not current up to the minute descriptions of the programs as they are usually revised every two years.

Laura Kaloi (Moderator) :
On October 3-4, 2006, ETS and the National Center for Learning Disabilities joined together to explore pressing issues regarding post-secondary transition for students with LD at the Addressing Achievement Gaps: Students with Learning Disabilities Transitioning from High School to College Symposium. This landmark conference brought together key experts and researchers in the field, educators, guidance counselors, college admissions professionals, post-secondary disability coordinators, advocates, parents, and students to address achievement gaps and discuss possible solutions for student success going forward.

To find an overview of the main topics, presenter information, documents, and resources for further support visit www.ld.org/ets to learn more about this important event.

Question from Joana:
Can you offer advice to those who have just found out they have a learning disability as they enter college? Is there any specific instrument to evaluate potential learning disabilities for college students?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: One who just found out he has a learning disability should make every effort to understand it and how it will impact them in their studies. See my answers throughout the discussion that speak to obtaining accommodations at your college. There are many instruments that are used by trained professionals to diagnose learning disabilities. There is no one specific instrument as there are many possible learning disabilities and they have to be diagnosed by using more than one instrument.

Jennifer: See my answer to Cindy Young. Also, I would hope that a full psycho-educational or neuropsychological assessment was administered to diagnose the learning disability. There is no one assessment instrument to diagnose a learning disability. A good diagnosis includes many assessment tools to identify the strengths and weaknesses involved with the learning disability. The areas to be assessed are:

Cognitive (intellectual potential)
Receptive Language
Expressive language
Memory both visual and auditory -Long-term and short-term Visual/Spatial abilities
Attention/Concentration
Academic Achievement includes:
Reading decoding
Reading comprehension
Spelling
Written language
Math Calculations
Math Story Problems
General Knowledge

Question from Patti Lacy, parent:
Are the preparatory courses offered at many colleges effective in introducing an LD student to the college environment?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent : Here comes another of those "it depends" answers. Many are. In fact many schools offer some form of summer program aimed specifically at the LD population. Others may move much too quickly for the student with a LD. We have one at FDU for students with learning disabilities entering freshman year at college and another for students between junior and senior year of high school. A good resource to find out about programs throughout the country is DC Heath, based in Washington. Don't have the Web site handy but you can probably do a Web search to locate them. They publish a list of special summer programs and camps for students with learning disabilities. Also, if you look at books like the Peterson and K&W Guide to Colleges with Programs for Students with Learning Disabilities you may find that colleges have listed information about their summer programs as well.

Question from Davida DeMonte, parent of LD daughter:
My daughter is classified SLD in expressive writing and comprehension. She is currently in 10th grade. What goals and objectives for expressive writing should be written on her IEP to enable her to transition to a two or four year college? What level of proficiency in expressive writing is necessary to be successful in college, and if there is a chance that the student will not meet that criteria by the time she graduates from high school, is college a reasonable transition plan, or should other career paths be considered on the student’s IEP?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer : A college student is expected to meet the requirements of freshman composition. This course at whatever college your student attends is a required course. The student should bed able to express themselves in written language at a college level.
Assistive technology may be an appropriate compensatory strategy to utilize. Inspiration is software that assists with expressive writing. Additionally, students should be familiar with word processing using spell checkers. Kurzweil is also very useful for students because it allows the student to write and then have the computer read back to the student what she/he has written so they can self edit.
Some colleges give an exam for incoming freshman to see what their written language and reading skills are like. If the student does not pass this exam, then remedial courses are suggested so that they can compete with their non-disabled peers.

Question from Patti Lacy parent:
My 18-year-old son, diagnosed with apraxia, will be attending a community college next year. Would it be helpful to hire tutors to aid in his organizational/study skills as well as for the class material?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent : I think it would be helpful. You might want him to find out what services are available free if there is a tutoring center on campus first so that you don't spend money to duplicate services. However, organization skills are often such a problem for students with learning disabilities that getting additional support is a very wise move. Make sure the tutor you hire is versed in teaching learning and organizational strategies, not just tutoring in subject areas.

Question from Gail Gibson, mother of son with AS:
What suggestions can you give as far as what kind of help is available for a student if they take an online class? I know that in regular classes, note takers and tutors are available, and extra time for testing is available, but what kind of help should we ask for when he has to take a class that is only available online?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: The question really is, in addition to the services that are available for every other student taking the class, what "accommodations" does your child need? It is not a matter of what help to ask for. What help does he need? Can he read the online material (not typically a problem for the student with AS, but it could be)? Does he have difficulty with the writing process? Can he go to the writing center for assistance like every other student? I think your son needs to find out what assistance is available to students who take these courses, (such as e-mail contact with the professor, etc.). Once he has found that out, he should then use those supports.
If he has needs result from his disability that impact his ability to take the online course, then he needs to identify those needs and go to the Student Disability Services Office with the documentation and request the accommodation.

Jennifer: Extended time to take exams for online courses is an acceptable accommodation. If the student requires tutoring, they should ask the disability office if they have any tutors, or ask the Department through which the course is offered if they have any tutors. In my experience with this type of course, requesting a note taker would not be appropriate.

Question from Jennifer Kennedy parent:
My child is a freshman in college this year. The school she chose does not have a learning center and she has been very stressed by the amount of reading required, to the point where she had to drop a course. What should she do?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent: I think it is time to consider whether or not the choice of college was correct. Don't rush to judgment however. Many non-LD students get overwhelmed and need to drop courses too and sometimes it is just a matter of getting adjusted to the level of work required at college and the lack of structure in the life of a college student vs. a high school student (no bells or teacher reminders of when assignments are due etc.). Sometimes it is more than that and the student just doesn't have the right preparation for that particular level of competition. I think it is too soon to judge, but it is not too soon to start asking the question.

Jennifer: Is she a member of RFB&D? They may have her books already on disk so she may listen to the books being read to her rather than trying to decode them herself. See their Web site at www.rfbd.org. Your daughter may also learn how to scan her own books and then have her computer act as a reading machine. I would check into purchasing Kurzweil (see www.kurzweiledu.com), which can read her books back to her after they have been scanned into her computer.

Question from Davida DeMonte, parent LD student in 10th grade:
Does Farliegh Dickinson offer a pre-college summer program to remediate learning disabled students in expressive writing? Can you give me some examples of questions a college freshman should be able to answer and how long of an answer is necessary? If a student needs the remedial writing class, how can she succeed in history or other subjects that require writing papers and longer answers on exams?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent : We do offer a summer program and writing is a component of the program, but it is only part of a program that includes our teaching learning strategies and the use of Assistive Technology. I can't give you any specific examples of writing assignments but your high school English teachers would be able to help with that. As far as succeeding in classes and having a writing disability: It can be done, but the student has to be committed to working hard. Students need to learn compensatory strategies no matter what the disability. How does a bright Dyslexic student deal with text books that are hundreds of pages long? By using books on tape, or scanning materials into software that converts text to speech or with other Assistive Technologies, . Lately the question about "how can they succeed" is probably best asked as "to what extent can they succeed?" If an "A" in a class is the measure of success then maybe not. But, if passing a challenging course will be of personal value to the student, then I think the answer is a resounding "YES! They can succeed."

Question from: Anonymous
My sixth grader is entirely disinterested in attending college and it is my expectation (as it was my own parents expectation) that he do so. What encouragement or suggestions can you provide to open my mind as well as his?

Vincent Varrassi and Dr. Jennifer Zvi:
Vincent : I think it may be a little soon to get too concerned. It is hard to know why your 6th grader is entirely disinterested without more information but there are some possibilities. The possibilities however can be as varied as the possible educational disabilities a child can have. For instance, some youngsters are made very anxious by change or even the thought of change. Is it possible anxiety is a factor? Some students may be under the "mis" impression that going to college means they must leave home. Some have such bad experiences in school that they can't imagine ever doing well or ever wanting to voluntarily extend the number of years they have to attend.

Ways to encourage your child to want to go to college are as simple or as complicated as the reasons they don't want to go. On a personal note, I had one of my own children who wanted no part of college from the time he hit high school until he was twenty years old. Never took the SATs, never wanted to work in school. Today he has completed 8 semesters, never had less than a 3.5 GPA and is now enrolled in a Master's program in Teaching. I think time is on your side. Try to find out the whys and then think about ways to address them. Hang in there!

Question from Stowers, PA. President:
I was informed that Colleges do not accept IEP diplomas. Therefore, how can a child who has one get into a college?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: I am not familiar with an IEP diploma. Now that many states are requiring high school seniors to pass the exit exam, students are receiving a certificate of attendance rather than a high school diploma if they cannot pass the exit exam. If that is the case, then the student can enter a two year community college without a high school diploma. The student can receive services from the Disabled Students Office at the community college. Once 60 transferable units have been acquired and at least a 2.0 GPA has been maintained, the student can transfer to a 4 year university.

Vincent: I think this is specific to the college. I would suggest that you contact the colleges you are interested in directly and ask that question. It may be possible that your child may not qualify to enter a four year college but may very well be able to start at the community college level. If he or she does do that I would suggest that he/she continue at the community college level and earn the AA degree before transferring to a four year program. I am always concerned about students who are not eligible for entry to a four year college jumping from the community college to a four year school too soon.
Typically, a child with an IEP diploma or who has to start at a two year school is "at risk" for not being able to complete a four year degree. My recommendation is to stay at the 2 year college long enough to earn the FIRST degree. If, after transferring to a four year college, they are unable to finish (for whatever reason) they at least have a degree at the Associates' level, not just a collection of 50 or 60 credits and no degree.

NCLD offers a Parent Advocacy Brief: Understanding High Stakes Testing and Its Impact on Students with LD

Question from Skip Waugh, Director of Marketing, College Living Experience:
What are some things parents can do emotionally for themselves to adjust to their student's transition from high school to college?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer : As a parent it is very difficult to let go of your student with a learning disability once they have reached the age of 18 and are considered an adult. However, counselors in Disability Offices cannot deal with parents without the permission of the student. All information is confidential. If the student allows it, then the counselor can communicate with the parent.

It may be very helpful to the parent to attend the college of the student's choice and meet with the disability counselor to hear first hand what services and accommodations would be provided. Also, if the student himself is a good self-advocator and knows what his/her disability is and how it affects him/or her academically, then the parent can feel a bit more secure as to the ability of the student with the disability. The student should be able to describe his/her disability in a few sentences and know what appropriate accommodations would compensate for the functional disability. If the student feels secure, then maybe the parent will feel more secure.

Question from Davida DeMonte, parent LD 10th grade student:
Would a college rather see lower grades from a higher level course or higher grades in a lower level course? Does the college take into account whether the grade point average is derived form academic (lower level) or college prep level classes?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer : I do not think there is one set response for this excellent question. However, colleges like to see students who stretch themselves knowing that the subject matter is going to be difficult. Usually, college entrance is based on more than the student's GPA, so if there is a personal statement, the student can explain his/her reasoning for taking the higher level course and getting a C rather than taking the lower level course and getting the A or B. Also, unless the student takes the higher level course, how will the student know if he/she can withstand the rigors of college level courses? If the student does not do well in a higher level course in high school, he/she may drop down to the lower level course. I think it is a good idea to risk it and try to reach full potential.

Question from Anne Osowski, Graduate student, Shippensburg University:
Has there been any research regarding a greater success rate for LD students who graduated with an associate's degree and bachelor's degree versus students who attended a 4-year college directly out of high school?

Vincent Varrassi and Dr. Jennifer Zvi:
Jennifer: As far as I know there has been no research comparing students with learning disabilities who receive and AA degree and then a BA degree with those who receive just a BA degree.
However, According to Raskind, et al. (2003) these six attributes are deemed to be necessary for success whatever avenue one chooses.
•Self-Awareness: Refers to the ability of the individual to understand how the learning disability affects his/her life academically and socially. The learning disability is only one aspect of life. The student accepts strengths & weaknesses and is not defined by the disability.
• Proactivity: Relates to the individual having the belief that he/she has the ability to make decisions. Has control over the outcome of one's life. Takes responsibility for both positive and negative decisions and actions.
• Perseverance: The ability to continue to pursue goals despite roadblocks. Knows when to alter or modify decisions and choose alternate strategy.
• Emotional Coping Strategies: Develop awareness to one’s emotional hot buttons. Develop strategies to deal with stress, frustration, and adversity.
•Goal Setting: Involves the ability to set specific goals that can be modified or adjusted to meet the demands or circumstances of the situation. Set realistic goals with appropriate plan or strategy to be obtained.
• Use of Effective Support Systems: Seek support to provide guidance, reinforcement, and encouragement throughout life. Utilize the support as a sounding board for appropriate decision making and realistic expectations.
For the full report and related articles, see Research Trends: Risk and Resilience in People with Learning Disabilities

Laura Kaloi (Moderator) :
That concludes our discussion for today. Thanks to everyone for the thoughtful questions and thanks to our experts, Dr. Jennifer Zvi and Vincent Varrassi, for their time today.
For more on this topic, see Vincent Varrassi's article Planning for College Success for Students with Learning Disabilities.

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