Identifying the Desirable Characteristics of a College
Once the student's strengths, learning needs, and level of support needed have been delineated, it is time to look at the characteristics of colleges that might be a good match for the student. Consider various types of colleges: two-year colleges, public community colleges, private junior colleges, four-year colleges and universities, as well as graduate and professional schools. Students with LD and/or ADHD can succeed in all types of schools, including the most prestigious.
Students must determine the characteristics of colleges that will make them happy and support their success. For example, how big is their high school? Will they feel more comfortable in a larger or a smaller college? Will they be happier in an urban or a rural area? Can they meet the academic requirements? Should they find a college that doesn't impose rigid prerequisites? Should they consider enrolling part-time rather than taking a full course load? What are their academic and extra-curricular interests?
In looking at colleges, students may also want to consider whether progressive attitudes toward instruction prevail. Colleges that are using instructional techniques and electronic technology in a flexible way can increase students' success. For example, if courses are web-based so lecture notes or videos of presentations are available online and can be viewed multiple times, then students have natural supports built into a course.
Finding and Comparing Colleges
Like all students preparing to choose a college, students with LD or ADHD must identify colleges that appear to have the desired qualities and select a few candidate colleges for further investigation. They need to visit colleges, see the right people on campus, and be prepared to ask the right questions.
Students with disabilities must also look at other factors. They should investigate the support services offered by candidate colleges, discuss them with college staff (e.g., personnel in the Office of Disability Support Services), and verify that the services advertised by the college will actually be available to the student. For example, is tutoring available? Will extended time be allowed for taking tests? Is someone available to help with taking notes or preparing written work? Will college policies allow extended time to complete a course of study so that fewer classes may be taken over a longer period of time?
Furthermore, students with LD or ADHD must decide whether and to whom to disclose the presence of the disability. To obtain support services, students must self-disclose their disabilities to the Office of Disability Support Services. That office will notify professors of the necessary accommodations. Students are not required to give faculty information about a disability, but to obtain the best course work accommodations, they must be able to explain their needs to instructors. Therefore, students will want to investigate specific classes before they register for them. Some strategies for becoming informed about classes are listed below:
- Participate in orientation programs. These programs provide opportunities to become familiar with campus life and to ask questions of continuing students and advisors about classes, faculty, resources, and services.
- Don't procrastinate. Do not wait until the last minute to begin gathering information about courses and professors. Most Offices for Disability Support Services will allow students with disabilities to register a few days before other students.
- Talk to other students. Other students are an excellent source of information about classes and professors.
- Audit classes. It is possible to observe a class for a limited period of time to determine whether this is the right class. Students who audit a course are not responsible for exams or assignments.
- Check the Internet. Most colleges and universities offer an increasing amount of information, including the course syllabus (outline of the course), objectives, textbook, readings, and assignments.
- Meet the professor. Professors have scheduled office hours to answer questions about the course. Getting the textbooks and reading list ahead of time also allows students an opportunity to get a head start on the course.
For many individuals with LD and ADHD, the transition to adulthood will be a time of positive self-discovery, but it will take trial and error. Goals and successes can sometimes be elusive, and the hidden nature of LD and ADHD can pose special challenges. Careful preparation for the transition to college can help.
Reprinted with the permission of the Council for Exceptional Children. © 2006-2007 Council for Exceptional Children (CEC). All rights reserved.
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