How Do I Choose

the Right College?

Peter Love, MPH, Ph.D.

Peter Love Educational Consulting, LLC

Things to Always Remember

There is a college, school or program

for everyone

Everyone can learn

Learning is important for personal growth and life opportunities

Everyone has gifts to offer

It’s important to explore your interests, talents & skills

Start the college planning process early. Do your homework – research & explore

College selection is more than just comparing facts. Trust your “gut”!

Higher Education & LD Services

Over 4,000 colleges & universities in the U.S.

By law, colleges & universities must provide basic accommodations for LD and other disabilities

There are between 75 and100 colleges & universities that “say” they have specific LD support programs

The level of accommodations and services provided varies greatly

Only a handful of colleges

& universities offer established,

comprehensive support programs

A good college match means

truly understanding what you

expect, need and want from

college and aligning those factors

with what the college offers

(and actually delivers!).

The Early Bird Gets the Worm

Understand from early on in high school your support

needs and what works for you.

Learn the differences between high

school and college supports and

get used to the idea of “less”.

Talk to lots of people – not just

Admissions- staff and students

Use social media- Facebook, etc.

Ask the hardest questions you can think of- “What if..?”

Visit…visit…visit! Eat a meal in the dining hall if you can.

“To Thine Own Self Be True”

Establish goals, a “life mission”, a vision you

have passion for – short-term and long-term

Know about and really understand your

disability

Be able to articulate the impact of your disability

and what works to help you

Know how to effectively advocate

for yourself. Don’t rely on Mom,

Dad or the family lawyer.

Students Should Ask Themselves…

Who am I as a student?

Why do I want to go to college?

What are my strengths and areas I can do better in?

What academic accommodations do I need?

What other types of support do I need? Social-emotional, physical environment, weather, distance from home?

In what environment do I learn best? Big, little, medium? Noisy, quiet, urban, suburban, rural?

Not All Colleges Are Alike

Type

Affiliations

Location

Size

Mission

Environment

Reputation

Selection/Requirements

Majors, arts programs, graduation and post-graduation employment or grad school rates

Extracurricular activities and social opportunities

Services

College Guides

The Internet- Colleges that Change

Lives, Making A Difference, etc.

College Fairs

Narrowing it down by

having checklist of “must have, nice to have,

don’t care”

Visit and trust your “gut”-How does the

place feel to you?

Open Houses/Class Visits

Interviews- talk, talk, talk!

Cast a Wide Net

It Takes Two (or Three, or Four…)

Decision Making in Partnership with:

Student

Parents

Counselors

Trusted teachers

Psychologist

Older siblings

Academic Accommodations

Testing policies

Extended Time

Distraction free or reduced

testing space (look at it!)

Readers for examinations

On-line Class Notes

Note-takers/Scribes

Classroom use of a computer, calculator, digital recorder, etc.

Adaptive/Assistive Technology

ADA Center for other accommodations

Questions to Ask?

Are services geared specifically towards learning disabilities or is it a general academic support program?

Is the program monitored and staffed by full or part-time personnel – how many staff are there?

What academic accommodations are typically provided?

What training in learning disabilities do the faculty and staff have?

Is professional development/in-service on learning disabilities provided on a regular basis?

Is professional development/in-service provided to all campus employees, including campus safety?

Is support provided one-to-one or in a group?

What is the student-to-support specialist ratio?

Does the program have student or professional tutors?

Is tutoring provided in all subjects?

How well do faculty accept students with LD?

Can students with learning disabilities take a reduced course load?

Who does the academic advising for students with LD?

How many students are enrolled in the program and what is the percentage of LD students in the general student population?

Does the college offer academic course waivers or substitutions (e.g. for foreign language, math)?

Questions continued…

Are students assigned a specific time and specialist or do they receive services on a drop-in basis?

What documentation is required for eligibility? How well established is the support program? Are there additional fees for support services? Is there remedial or developmental coursework offered?

Besides academic support, what is provided in the area of personal and social/emotional counseling?

What is the retention rate of LD students? What is the application process – what is required for admission?

Questions continued…

Questions continued…

Is there a social competence development component to the program?

Are textbooks available in audio format? Is there a summer or pre-college session available to

incoming freshmen? What type of learning disabilities does the program

serve – language-based, ADHD, NLD, ASD etc.? What is the reputation/history of the LD program? What adaptive/assistive technology does the College

have? How current is it? How do students access it?

Typical Support Services

Student/Professional Tutors

Learning & Writing Specialists

Workshops

Academic Advisors

Skills Development

First-Year Seminars

Study Groups

Support Groups

Mentors

First Year College

Reduced Course Loads

Summer Prep Programs

Counseling

Orientation, Post-Grad

Transitional Year

Adaptive/Assistive

Technology

Information

Resources/Library

Making the Transition from High School to

College for Students with Learning Disabilities

High School

Special Education Model

• School personnel find you and

decide on supports

Where you receive services

• Special Education classroom,

Resource, Room, related

service provider room

Documentation

• Coordinated by school

psychologist or other staff

• School develops IEP from

documentation & test results

• Paid for by school

College

Accommodations Model

• Students must request help

Where you receive services

• Differs in each college/university

(Office of Disability Services,

Special Services)

Documentation

• You must provide “proof” of

your disability (typically no more

than 3 years old)

• Colleges set documentation

guidelines

• After HS, you are responsible

for paying for new evaluations

Making the Transition from High School to College for

Students with Learning Disabilities - cont.

High School

Special Education Law

• The Individuals with Disabilities

Education Act (IDEA) provides

the mandate and funding to

schools for in-school special

education services as well as

transportation/ buses to school,

physical, occupational, speech

therapy, and tutoring

College

Civil Rights Law

• American with Disabilities Act

(ADA) and Section 504 of the

Rehabilitation Act

• Colleges are required only to

offer

accommodations & support

services; not services of a

personal nature.

• Tutoring is not required under

ADA. Some colleges offer

tutoring through disability

services & some colleges have

tutoring centers for all students.

• Course waivers & substitutions

are not automatic

Classroom High School

Assignments are smaller; tests are given more frequently.

Teachers remind students of assignments.

Students attend school approximately 7 hours per day.

Teachers provide students with missed information if students are absent from class.

College

Assignments are more complex and tests are less frequent.

Students must refer to their syllabi.

Students attend classes from 0-5 hours per day.

Students are responsible for obtaining missed notes and assignments.

Responsibility

High School

Parents assist students in balancing academic and social responsibilities.

Parents wake students.

Parents monitor student spending.

Parents and/or school nurses administer meds (or remind students to take them).

Daily schedule is highly

structured.

College

Students recognize priorities.

Students wake themselves.

Students budget their own money.

Students take medications.

Daily schedule is unstructured; students must manage their time.

Advocacy High School

Case managers or parents

advocate for students.

Students’ rights are

protected by the IDEA.

Teachers approach

students to provide

assistance.

Educational staff openly

and regularly

communicates with

parents.

College

Students choose to disclose

disabilities and must self-

advocate.

Students are entitled to rights

under the ADA.

Students must request

assistance and

accommodations in advance.

LD staff needs the students’

permission to openly

communicate with parents.

Peter Love, MPH, Ph.D.

Cell Phone: 860-305-6375

Email: lovepeter@sbcglobal.net

Website: www.peterloveeducationalconsulting.com