1 Credits You Must Be At Least 18 Years Old Learning Disabilities – 18 Critical Factors For Successful Post-Secondary Transition

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Learning Disabilities – 18 Critical Factors For Successful Post-Secondary Transition

Because students with learning disabilities are at greater risk in college, they need to take the time to prepare for postsecondary success now. Keeping the eighteen factors below in mind will increase the likelihood that the transition from high school to college will be as seamless as possible.

1. Start your college search by making a list of desired characteristics of the school (eg commute/housing, size, location, etc.) Start your search on the Internet and then start your college visits. Let your parents narrow down your list to their acceptable choices. Then when you see where you get accepted, you know that all schools are “parent approved”.

2. Perseverance is the single most important factor in the university’s success. Second, tied to the ability to delay gratification (ie saying “no” when your friends go out but you should really be studying) and an organizational system that works for you. The sooner you work on these three things, the easier college will be.

3. At the university, you are a legal adult and you must declare your disability yourself. Self defense goes hand in hand with this; it is critical to get your needs met in college.

4. If you are serious about school, ask to meet with a successful student from disability services. Before you make your final choice, ask about staying overnight with that student. You will get a better idea of ​​whether you would feel comfortable at that university.

5. FERPA – The Family Educational Rights and Privacy Act is a federal law that protects the privacy of students’ educational records. However, remember this: your parents’ support has helped you get to where you are today. Considering they’re footing the bill, it’s not unreasonable for parents to want to stay informed. “LD-friendly” colleges allow you to sign a FERPA waiver.

6. The director of disability services sets the tone for the entire department. If you find this person repulsive, think twice about being comfortable in college.

7. If your documentation is more than 3 years old, it should be updated. Make sure the list of recommendations at the end of the documentation includes things that are important to your success. (Of course, testing must support them.)

8. Start exploring techniques you’ve never used but might help level the playing field. You can get an idea of ​​different technologies by visiting the disability services offices of different universities.

ACCOMMODATION PROCEDURE

9. You and your parents must meet with the director of disability services as soon as you have been accepted. Take the documentation with you. IEPS has no value in the university.

10. The director will review your documents and meet with you later to discuss accommodations to be included in the letters to your teachers. An accommodation you should consider requesting is a reduced course fee – at least for the first semester. Students can be considered full-time with as little as 6 credits, depending on the amount of work. Ask the manager to write a letter to your parent’s insurance company explaining your full-time job with reduced workloads, but don’t send the letter until asked.

11. Check with the disability office when school starts to get your accommodation letter. You must deliver a letter to each teacher you tell. Find a private moment before or after class to do this, or schedule an office time to meet with your teacher so you can maintain your privacy. This meeting is a good opportunity to introduce yourself and explain your needs to your professors.

12. Requesting, collecting and distributing letters must be repeated every semester. If you need a change in accommodation, discuss it with the director of disability services.

SELECTION OF CLASSES

13. The first class selection is based on the results of the university degrees completed by all freshmen. Remember that most colleges prohibit the use of calculators on the math test. You should go prepared to do all the calculations the old-fashioned way. It means wide practice until this comes naturally again.

14. Your schedule should be balanced between challenging and easier courses. Take challenging classes three times a week, not two.

15. The staff of the disability service office must choose the classes by hand, who know your learning style and the instructors that suit you best.

16. Keep your ears open for referrals from your friends for interested professors—but make sure they fit your learning style before enrolling.

TUTORING

17. Tutoring three times a week is recommended for most incoming freshmen to get them off to a good start. Consider tutoring empowering; The more help you have in the beginning, the faster you will feel confident in your abilities.

18. As you become stronger and metacognitive (the state of learning to learn), your learning specialist may suggest that you gradually reduce tutoring. Some students may end up accessing tutoring on an as-needed basis instead of being able to book an appointment.

©2007 Joan Azarva

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