helping students with disabilities transition to college

7/30/2019 Helping Students With Disabilities Transition to College

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Helping StudentsWith DisabilitiesTransition to College21 Tips for Students WithLD and/or ADD/ADHD

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David J. Connor


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Making the transition from high schoolto college poses challenges for most stu-dents. Moving from the secure regulat-ed world of secondary education intoan unfamiliar environment thatrequires greater independence, autono-my, and personal decision making canbe a destabilizing experience. Manag -ing this change can make studentswith disabilities feel even more anxiousan d overwhelmed. Th e 21 tips featuredin this article are intended to helpcounselors, teachers, and parents sup-port high school students with disabili-ties in preparing for this transition. Bypreviewing these strategies, teachersand parents can increase studentawareness of situations they millencounter, help them play an activerole in making important decisions,and guide them toward a greaterchance of success.Increasing numbers of students withdisabilities are pursuing postsecondaryeducation. The number of studentswith learning disabilities (LD) attend-ing college has more than tripled in thelast 3 decades (Stodden, Conway, &Chang, 2003). An estimated 23% ofstudents with LD enroll in a 2-year col-lege program, with 11 % attending a 4-year institution (Wagner, Newman,Cameto, Garza, & Levine, 2005).Similarly, 30% of students with atten-tion deficit disorder/attention deficithyperactivity disorder (ADD/ADHD)enroll in 2-year college programs, and6% attend 4-year institutions (Wagneret al., 2005). However, the transition toa postsecondary education environ-ment can make students with LDand/or ADD/ADHD feel anxious andoverwhelmed (Cohen, 2004; Cohn,1998; Lee & Jackson, 1992; Sandier,2008). Only 28% of these studentsmanage to graduate, which is approxi-mately half of the graduation rate forstudents without disabilities (Gregg,2009).

Such sobering statistics indicate thenumerous difficulties that studentswith LD and/or ADD/ADHD face whentransitioning to and negotiating thecomplex demands of college. Collegerequires students to respond to anincrease in the volume and complexityof academic work (Lindstrom, 2007);manage "standard" classes such asFreshman Composition (Clinton &Higbee, 2011; Hadley, 2007); learnlargely via lecture format, despite thegrowth in technology-based options(Komarraju & Karau, 2008); meet sec-ond-language requirements (Madaus,2003); study with professors whosesupport of students can be unpre-dictable (Ginsberg & Schulte, 2008);and maintain an acceptable grade pointaverage (DaDeppo, 2009). Many stu-dents with LD and/or ADD/ADHDbegin college unprepared to managewhat might be the most significant

greater probability for success, teach-ers, counselors, administrators, andparents can ensure students addresscritical situations while they are stillin high school and can make themaware of potential issues they mightencounter in college and in the jobmarket. Consider how you can use thefollowing 21 tips to assist studentswith LD and /or ADD/ADHD to pre-pare for the transition to college.1 . Be Comfortable W ilhHie LD an d/o r A DD/AD HDClassificationMany students have negative associa-tions with being labeled disabled andreceiving special education services(Mooney, 2008). However, studentswho are able to shift this original dis-position and "reframe" their under-standing (Reiff, 2004, p. 185) come tosee how LD and /or ADD/ADHD is not

Many students with LD and/or ADD/ADHD hegin collegeunprepared to manage what might he the most significant

demand placed upon them: to shift from others leadingtheir learning to students leading their own learning.

demand placed upon them: to shiftfrom others leading their learning tostudents leading their own learning.Student success is dependent on stu-dents knowing the full range of sup-ports available to themfrom technol-ogy to personnel.Students with LD and/or ADD/ADHD need to learn to be autonomousin their decision making while they arestill in high school, so they will beable to use these skills when theyenter college. The need for autonomyis best described in the words of a col-lege student with LD: "It's not hkehigh school. Most classes are so bignobody cares about you; they don'teven know who you are. Nobody willsay anything until they are ready tokick you out" (Trainin & Swanson,2005, p. 271).To help students play an active role

in making important decisions for a

primarily an academic deficit, butrather an integral part of who they areand how they operate in the world(Mortimore & Crozier, 2006; Olney &Kim, 2001). To facilitate this, albeit amajor undertaking, students can bepart of a support group (Luna, 2003);seek an accomplished college studentmentor with a similar disabilitythrough an organization such asProject Eye-to-Eye (http://www.projecteyetoeye.org/), for encourage-ment and support; and learn aboutneurodiversity as a way of acceptinghow normal human variation isinstead of seeing differences as abnor-mal (Armstrong, 2010).2 . Acknowledge Strengthsand Areas of NeedTeachers and parents can help guidestudents with LD an d/o r ADD/ADHDto identify the skills in which they are


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Table 1 . Laws That Ensure the Edu cational Rights of Students W ithDisabilitiesLaw Ensures

Individuals WithDisabilities EducationAct (IDEA, 2006)*

Section 504 of theRehabilitation Act of1973 (2006)

ADA AmendmentsAct of 2008 (ADAAA,2009)

K-12 school districts are required to provide a free andappropriate public education to all students with dis-abilities.Guarantees students with disabilities have the right tonondiscriminatory assessment, confidentiality, and dueprocess.Individualized education programs (IEPs) can includeaccommodations and testing modifications.Colleges are required to make their programs accessibleto qualified students with disabilities.Colleges are required to make reasonable accommoda-tions for students with disabilities that impact theirability to participate in college.If a college receives federal funds (regardless ofwhether it is public or private), it must be accessible toqualified students with disabilities. However, privateschools are not held to the same level of requirementsas public schools.The 1990 Americans With Disabilities Act prohibiteddiscrimination against individuals with disabilities in avariety of settings, including any entity that receivedfederal funds (i.e., colleges and universities). TheADAAA expanded the spectrum of disabilities that maybe eligible for accommodations; its updated languagealso applied to Section 504, through a "conformingamendmen t . "

Note. ADA = Americans with Disabilities Act.'IDEA provisions terminate at high school graduation or at age 22, so students withdisabilities cannot claim rights under this provision when in higher education.proficient and the content areas wherethey excel. This information should becounterbalanced with self-knowledgeof the skills and content areas inwhic h they struggle (Milsom & Hart-ley, 2005). By using their proficientskills (e.g., organizing, asking ques-tions, or thoroughly preparing) inclasses where they might struggle withcontent, students can hone their abili-ties to self-assess, self-strategize, andproblem solveallowing them to self-manage .

For example, students who arevisual learners but struggle in recallingvoluminous amounts of information ina history class can make one-pageconcept maps with icons to help high-

light the importance of and organizeinformation, creating effective studyaides. This can be done free-hand orby using technology (Mortimore &Crozier, 2006), including Internet-based programs such as h t tps : / /bubbl .us / , des igned to help s tudentsbrainstorm, or readily available organ-izers such as those at h t tp : / /my.hrw. com/nsm ed ia / in tgos /h tml / igo .h tm .In addition, students can research theirown learning s ty les (h t tp : / /members.shaw.ca/mdde615/lrns ty lsquiz7.htm)and multiple intelligence affinities(ht tp : / /www.l i teracyworks .org/mi/assessment/f indyours trengths .h tml)with a view to improving theirlearning process.

3. Learn Ahout Ihe CollegeDisahility Services OfficeSection 504 of the Rehabilitation Act o1973 (2006) ensured the civil rights ofpeople with disabilities. As part of thalegislation, all colleges that receive anytype of federal funding are required bylaw to have disability services on campus for students with disabilities (seeTable 1). A student's request foraccommodations and support servicesis verified by this office, which thenapproves relevant support from a rangof possibilifies (e.g., alternative testingarrangements, priority registration,assistive technology services, readers,note takers, sign language interpretersThe campus disability services officealso prepares a document notifyingprofessors of accommodations requireby the student (without disclosing thespecific disability)although it is ofienthe student's responsibility to give theinformation to the professor.4. Pracrice Making DecisionsA central goal of education for all individuals, including those with LDand/or ADD/ADHD, is to developautonomy (Hadley, 2007). Studentsshould have opportunities to practicetheir decision-making skills consistent-ly throughout high school and in different settings (i.e., home and communi-ty) . Students can ponder hypotheticalscenarios about commonplace prob-lematic situations pertaining to the academic, social, and financial realms ofcollege life. Simple decision-makingstrategies may include consideringsuch things as The pros and cons of selecfing a

course load. Ramifications of different decisions

pertaining to personal budgeting. Prioritizing choice s in social situa-

tions. Learning to make a "Plan B."In problem solving around these sce-narios, students with LD and/orADD/ADHD can come to recognize thhighly personal nature of how individ-uals respond to the demands of college(Troiano, 2003).


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5. Read "College SuccessStories"Students with LD and /or ADD/ADHDare experts on their own lives. Severalhave survived college and shared theirexperiences in the form of "how-to"books that are informative, useful, anddecidedly from an "insider's" point ofview (Sandier, 2008; see Table 2). Thispeer-to-peer approach is often writtenin an engaging manner and infusedwith the right amount of empathy, wit,and know-how, frequently focusingupon serious situations that are cast inhumorous ways to help keep things inperspe ctive (Mooney & Cole, 2000).Students with significant difflculties inreading can get these books on tape(Nelson & Lignugaris-Kraft, 1989) oruse a text-to-speech program.6. Know Sludent RightsBefore Attending CollegeStudents who have documentedaccommodations throughout their earli-er school years can usually receive test-ing accommodations when taking col-lege entrance exams such as the SAT orthe ACT (Beale, 2005). These sameaccommodations can be secured ingeneral at postsecondary institutions,through the campus disability servicesofce. Students should be aware thatrights to accommodation during anytesting, however, does not meandiminution of their own responsibilitiesto prepare for the test.7. Know StudentResponsibilities BeforeAttending CollegeWith greater autonomy comesincreased self-responsibility. Indi-viduals with LD and /or ADD/ADHDintending to go to college should knowabout the federal regulations that affectthem, including what kind of assis-tance they personally require (the morespecific, the better)and be able toprovide documentation to substantiatetheir claim (Beale, 2005). The burdenof proof is on the student to have hisor her disability verified (Ma daus &Shaw, 2006). Students should maintaininformation throughout high school ontheir school-based assessments and beprepared to share it with the campus

Table 2. College "Success Stories"Jonathan Mooney and David Cole'sLearning Outside the Lines: Ttyo IvyLeague Students w ith LearningDisabilities and ADHD Give You theTools for Academic Success andEducational Revolution (2000)Michael Sandler's College Confidencewith ADD: The Ultimate SuccessManual for ADD Students, fromApplying to Academics, Preparation toSocial Success and Everything Else YouNeed to Know (2008)Christopher Lee and RosemaryJackson 's Faking It: A L ook into theMind of a Creative Learner (1992)

Pano Rodis, Andrew Garrod, and LynnBoscardin's Learning Disabilities andLife Stories (2001)

Two students who graduated top oftheir class from Brown University telltheir tales and give advice on ways tomaximize control over the educationalexperience and celebrate humandiversity.A comprehensive, user-friendly bookdesigned in "bite-size chunks" thataddresses how to succeed in allaspects of college and in life.

The story of one boy's frustrationwith school experiences in which helearned to "get by," how they did notprepare him for college, and what hehad to do to succeed there.The editors feature 13 autobiographi-cal chapters of college students withLD and/or ADD. Each person sharestheir highly personal account of howthey learn has impacted their livesand what they do to be successful incollege.

disability services office. Once thisinformation is shared, students will benotified of their status (i.e. "officially"recognized as having a disability), theaccommodations they are entitled to,and possible optional services thatexist at the college, such as access to awriting center, priority to quiet areas ofthe library, and so on.8. Take a College CourseWhile in High SchoolTaking a college class as part of a highschool-college collaboration (Foley,2006; see University of Pittsburgh,2006, for example) permits students togauge the difference between typicalhigh school work and expected levelsof college work, helping them prepareto meet increased standards. Many uni-versities extend their facilities so thathigh school students can take a classonline or attend specific sessions oncam pus. A student with LD in readingcomprehension who is a whiz in math-ematics can find a course to his orher liking, as can an entrepreneurial-

minded student with ADD/ADHD whocan take a class in business. Suchschool-to-college links may influencehigh school students in their choice ofselecting the college they have attend-ed part-time, especially if they havedeveloped personal contact with sup-portive staff and faculty there.9 . Participate in PrecollegeAcademiesHigh school students with LD and/orADD/ADHD who visit college campus-es describe their experiences as valu-able to understanding the academicdifferences between both settings(Kato, Nulty, Olszewski, Doolittle, &Flannery, 2006). A visit can consist ofan intensive, day-long schedule includ-ing time for students with individual-ized education programs (IEP) to meetwith personnel from the disability serv-ices offlce. Students should align anyadditional support services (e.g., voca-tional rehabilitation) with other keycollege contacts and offlces. Anotheroption is for school faculty or parents


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liable 3. Success Skills for Collegem a n a g e m e n t

Writingpapers

Test taking

Reducing

Plot assignments, tests, and other commitments on paper orelectronic organizer to see the long-term schedule "at aglance."Schedule time to study every week, and before midtermsand finals. Err on the side of overbudgeting time; if you endup not needing it then it's a reward.Create a daily schedule based on the fluctuating demands ofclasses.Prioritize "to-do" items by placing them on an A-list, B-list,or C-list."Self-check-in" at different times throughout the day (e.g.,make a mental list of what needs to be done while taking ashower).Learn to be comfortable in saying "no" to social invitationsthat conflict with your study plans.

Budget plenty of time.Research sources, make hard copies, and write notes onthem.Use prewriting activities to explore ideas about what youwant to say.Write an outline, including the estimated number of pagesfor each section. Share this with your professor.Write a rough draft (or two) before a final version.Utilize support services available from the campus writingcenter and departmental peer tutors.Quickly review the entire test before answering anything;make notes on anything you may forget.Budget time for each section, as well as some at the end toreview your work.Read directions carefully; circle or underline exactly what isbeing asked.Answer the easiest questions or sections first.Answer all questions, unless you are penalized for wronganswers .

Use lists to keep organized, and take pleasure in crossingoff completed items.Manage anxiety as best you can; use relaxation techniquessuch as deep breathing, meditation, self-affirmations, etc.Focus on the possible positive outcomes of a situation; donot dwell on negative thoughts.Cultivate healthy habits of eating and exercise.Use visualization techniques to temporarily imagine beingin a preferable place.Balance study with recreational "rewards" such as meetingfriends for coffee or going to the movies.

to arrange a visit for students with LDand/or ADD/ADHD to visit freshmancollege classrooms as early in theirhigh school career as possible, withfollow-up discussions with studentsand faculty on campus in areas ofinterest.1 0 . Develop Essential SkillsStudy skills taught and practiced inhigh school help prepare students forthe increased rigor of college (Connor& Lagares, 200 7). Explicitly teac hingstudents with LD and /or ADD/ADHDin high school to organize when andhow to complete assignments, as wellas how to manage time, can provide astrong foundation for using these skillsin college (see Table 3; http://www.academictips.org; L agares & Connor,2009). These skills should be taughtexplicitly across content-area classes.For example, a student can prepare forassignments by blocking out time on acalendar several days before the duedate (depending upon the length ofassignment) and by minimizing oreliminating social engagements. Inpreparing for an assignment, studentscan reduce distractions in their studyenvironment by seeking an alternativeenvironment (such as a quiet space inthe library), selecting appropriate documents beforehand, and outlining theresponse in a buUeted format beforewriting a first draft.

1 1 . Align Study Skills toSpecific ClassesAlthough it is useful for students withLD and/or ADD/ADHD to learn a vari-ety of strategies, it is more importantfor them to develop the ability ofmatching the best strategy to a specificassignment. Students who are able toactively determine what they need todo and why they need to do it areinclined to develop a strong sense ofautonomy (Allsopp, Minskoff, & Bolt,2005). For example, a student who iseasily distracted in classes involving alot of note-taking can employ a varietyof strategies (e.g., I SWAM, PP 123,and TASSEL; see Table 4).


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Table 4. Strategies for Note-Taking in Classes With Dense ContentStrategyA c r o n y m

I SWAM

PP 123

TASSEL

C o m p o n e n t sI - INTEGRATE prev ious notes and read ingsS - SIT close to the teache rW - WRITE down everythingA - ANALYZE verba l, nonv erba l, and body langua geM - MONITOR for attentio nP - PREPARE to take notesP - PLAY the tape in small section s1 - Listen . . . for mea ning2 - Listen . . . and take notes3 - Listen . . . and review

T - TRY not to doodle while taking notesA - ARRIVE at each class prep aredS - SIT near the front of the classroo mS - SIT aw ay from friendsE - END daydream ingL - LOOK at the teacher

To help take notes when theinstructor talks fast.

To help take notes from ataped lecture.

To help focus and reduc edistraction when takingnotes .

Note. Adapted with permission from the Learning Toolbox (http://coe.jmu.edu/LearningT oolbox/notetaking.html). The LearningToolbox has descriptions of each of these strategies, as well as other note-taking approaches.

1 2 . Make Connections AmongClassesJust as strategies can be selected tomatch a specified task, they can also,be generalized among courses. Onceacclimatized to the content and format

1 3 . Utilize Peer IMor ServicesThe campus disability services officemight offer the possibility of a peertutor on a weekly basis for studentswith LD and/or ADD/ADHD, as dosome academic departments .

In learning to prepare for tests by blocking time,creating a review plan, and using memory based strategies

for all courses, students cultivate good study habits tbatincrease tbe likelibood of academic success.

of all their classes, students with LDand/or ADD/ADHD can make connec-tions to develop a set of preferredstrategies to use with most of theirclasses. For example, time manage-ment and test-taking strategies can beused in every course (Kirby, Silvestri,Allingham, Parrila, & LaFave, 2008). Inlearning to prepare for tests by block-ing time, creating a review plan, andusing memory-based strategies for allcourses, students cultivate good studyhabits that increase the likelihood ofacademic success .

However, it is important to note thatthe most effective approach to peertutoring is for students with disabili-ties to actively play a collaborativerole in developing strategies guided bythe tutor to help them strategize(Butler, Elaschu k, & Poole, 2000 ). Forexample, a student who struggles todetermine what is important inassigned readings should specificallyidentify this area to work on with hisor her tutor, actively describing whatmethods have been successful andunsuccessful to date.

1 4 . Use Informal Peer MentorsCollege is a place to develop friend-ships with diverse people. Studentswith LD an d/o r ADD/ADHD can culti-vate friendships with a peer whounderstands their struggles in certainacademic areas in high school or inthe community. Informal peer mentorshave often proven valuable to studentswith LD and/or ADD in discussing andreinforcing aspects of various classes(Kirby et al., 2008). Note that this canbe a reciprocal arrangement in thatstuden ts with LD and /or ADD/ADHDwho excel in different areasacadem-ics, sports, or artscan in turn mentortheir peers. In college, counselors (e.g.,from the school's counseling servicesoffice, academic advisors, or disabilityservices) can play an important role inintroducing more experienced studentswho can serve as peer mentors .1 5 . Access Class NotesMany students have difficulty takingdetailed notes, and there are variousways to ameliorate this, includingusing a tape recorder, accessing notes


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from a note-taker, sharing or reviewingnotes with trusted peers, or requestinga copy of the professor's notes (Had-ley, 2007). The majority of universitiesprovide ongoing information and pro-fessional development for facultymembers to ensure that they knowwhy and how to accommodate stu-dents with disabilities (Salzberg, Hard-man, Price, & Morgan, 2002). It isworth mentioning, however, thatalthough accommodations are legallyguaranteed, some individual professorsstill are resistant providing themcausing students to either challengeprofessors or reluctantly accept theterms (Ryan, 2007). It is useful tointerpret a challenging situation with aprofessor as an opportunity to problemsolve. Despite increased awarenessand professional development, someprofessors often do not know how tosupport students with disabilities. Bysuggesting solutions such as the pro-fessor preposting materials on theclass web page one day in advance,students can help guide faculty tounderstand ways of working togetherto enstare maximum access to the cur-riculum. Further, explaining legalaccommodations such as making anaudio presentation that is the equiva-lent in content to written work expect-ed in class, students help guide facultyto understand accommodationsrequired of them. If all good-faithattempts fail, students should discussthe situation with the campus disabili-ty services office.

1 6 . Evaluate a ProfessorBefore Taking the ClassStudents with LD and/or ADD/ADHDmay feel more anxious than their peerswithout disabilities when interactingwith a professor and feel unsure ofhow that professor will respond to arequest for accommodations. However,there are several ways to find out whoare the most understanding and sup-portive professors. The first option isto have a direct conversation with thepossible professors and ascertain thelevel of receptivity toward studentswith disabilities in their classes.Another way is to consult with thecampus disability services office, as

they will know which professors havebeen deemed particularly receptivetoward students with LD and/orADD/ADHD and which have not(Cornett-DeVito & Worley, 2005).Another way to find out more aboutprofessors is simply being part of astudent network that informs eachother of allies and obstacles. Addi-tionally, there are many web pages inpublic domains that share informationabout professors and their practices.Generally speaking, this suggestion isnot meant to infer that students withdisabilities seek out less rigorouscourses than their peers, but rathergauge the degree of understanding par-ticular professors may hold towardthem.

1 7 . Use the Benefits ofTechnologyMethods of teaching and learningwithin college have changed sig-nificantly due to the increased useof technology. Students with LDand/or ADD/ADHD can choose thetypes of classes they prefer, includingonline and hybrid courses that allowstudents to fulfill class assignmentsasynchronously. Utilizing assistivetechnology such as screen readers canhelp students to process large quanti-ties of text in auditory form (Hecker,Burns, Elkind, Elkind, & Katz, 2002).Whether it is using a digital taperecorder, replaying podcasts, or main-taining a digital organizer, studentswith LD and/or ADD/ADHD haveoptions to help them organize andmanage their work.1 8 . Consider the Benefitsof Self-DisclosureIt is important for students to knowthat their rights in college include theright not to reveal their disability toany faculty or staff memberand somestudents believe it beneficial to con-sciously shed a label that makes themuncomfortable. However, this strategycan prove to be counterproductive ifstudents try to go it alone only to dis-cover late in the semester that, in orderto succeed in classes, they actually doneed accommodations. Individualswith LD an d/or ADD/ADHD can regis-

ter with the campus disability servicesoffice at any time during their collegecareer. However, in general, there is agreater likelihood of success if studentsself-identify early in their collegecareers (Janiga & Costenbader, 2002).Students who feel they cannot copewith their workload can meet with acounselor to strategize how to bettermanage the demands of college (Getzel& Thoma, 2008). All students shouldbe aware of the college student code ofconduct for clear delineations of theirrights and responsibilities.1 9 . Take Responsihility for

One's Own EducationOnce registered, it is vital for studentswith LD and/ or ADD/ADHD to m ain-tain an ongoing relationship with thecampus disability services office; theadvisers and counselors employed inthese offices are often important advo-cates and allies. They can assist inmany ways, including advising aboutcourses, facilitating preferential regis-tration, and resolving problems withprofessors (Durodoye, Combes, &Bryant, 2004). Students should make


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an appointment in person with thecoordinator of the campus disabilityservices offlce, and build a personalrelationship with those who could betheir biggest advocates as challengesarise over time (Janiga & Costenbader,2002).2 0 . Culrivato Individual l lentCollege is a place for students to growin many ways, including cultivatingabilities and talents (Heiman, 2006).Often, the emphasis on the "dis" indisability can overshadow what a stu-dent w ith LD and/or ADD/ADHD cando . It becomes imperative, therefore,that students continue to nurture theirtalents and gifts, and receive recogni-tion and further encouragement. Afterall, it is highly likely that a student'stalent will significantly influence thatstudent's choice of job (Levine, 2002).So, whether it is becoming captain ofthe swim team and managing people

the students with LD and/or ADD/ADHD who will "come after" (Mooney& Cole, 2000; Sandier, 2008).Final ThoughtsThis list of 21 suggestions to help stu-dents w ith LD and/o r ADD/ADHDtransition into college is far fromexhaustive. It does, however, open thedoor to begin important discussionsabout the many aspects involved inthis transition. In contemplating thesepoints, students with LD and/orADD/ADHD can begin to strategize fortheir own success. Given the differencein general opportunities and the qualityof life that a college education affords,it is incumbent on all of us to supportcollege students with LD and/orADD/ADHD to lessen their strugglesand help them ultimately succeed incollege (Hamblet, 2011).

Although students with LD and/orADD/ADHD constitute a sizable pro-

Often, the emphasis on the "dis" indisability can oversbadow wbat a student with

LD and/or ADD/ADHD can do.

(Lee & Jackson, 1992), cultivatingempathie skills that formed the basis ofa career in counseling (Schmitt, 1994),or developing advocacy skills andbecoming a public speaker (Mooney,2008), everyone should nurture anddevelop individual strengths.21.Self-AdvocateStudents with LD and/or ADD/ADHDwho have a greater likelihood of suc-ceeding in college are those who exhib-it a strong sense of self-acceptanceincluding being sufflciently comfortablein sharing their disability status withcollege staff and faculty. The challengeis to develop speciflc attributes ofbeing proactive, assertive, and self-determined, as these will serve stu-dents well in their pursuit of autonomyand the increased likelihood of gradua-tion (Getzel & Thom a, 2008; Janiga &Costenbader, 2002). Further, experi-ences in school and college can serveas the basis for general advocacy for

portion of all students with disabilitieswho attend college, these tips certainlyare applicable for counseling with stu-dents on the autism spectrum, studentswith intellectual disability, and thosewith emotional or behavioral chal-lenges. Being comfortable with one'sdisability, registering with the campusdisability services offlce, utilizingresources available, being proactive inorganizing a schedule of classes, andemploying customized strategies thathelp academic success are suggestionsrelevant to all students with disabili-ties. Providing students with disabili-ties with these critical strategies isessential to ensuring their success incollege and beyondin life.ReferencesADA Amendments Act (ADAAA) of 2008,

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DaDeppo, L. M. W. (2009). Integration fac-tors related to the academic success andintent to persist for college students withlearning disabilities. Learning DisabilitieResearch & Practice, 24, 122-131. h t t p : / /dx.doi.org/lO.llU/j .1540-5826.2009.00286.x

Durodoye, B. A., Combes, B., & Bryant, R.M. (2004). Counselor intervention in thepost-secondary planning of AfricanAmerican students with learning disabilities. Professional School Counseling, 7,133-141.

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Getzel, E. E., & Tho ma , C. A. (2008).Experiences of college students with dis-abilities and the importance of self-deter-mination in higher education sett ings.Career Development for ExceptionalIndividuals, 31, 77-84. h t tp : / /dx .doi .org/10.1177/0885728808317658

Ginsbe rg, S. M., & Schulte, K. (2008 ).Instructional accommodations: Impact ofconventional vs. social constructivistview of disability. Journal of Scholarshipof Teaching & Learning, 8[2), 84-91 .

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David J. Connor (New York CEC), AssociateProfessor of Special Education, HunterCollege, City University of New York, Ne wYork.Address correspondence concerning this arti-cle to David Connor, School of Education,917 West, Hunter College, City University ofNe w York, 695 Park Ave., New York, NY10065 (e-mail: [email protected]).The author would like to thank the threeanonym ous reviewers and the editor for theirfeedback and suggestions.TEACHING Exceptional Children, Vol. 44,No. 5, pp. 16-25.Copyright 2012 CEC.


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