1. The Next Step : Getting Into College and Being Successful There: Advising and Placing Students Who Have Learning Disabilities and/or ADD/ADHD College Advising for Students Who Have Learning Disabilities and/or ADD/ADHD by Dr. Michelle Berg www.drmichelleberg.com

2. Intro:  Students with learning disabilities or ADD are often some of the brightest and hardest working people in their schools.  When these students learn to compensate for their disabilities they often develop a level of maturity and work ethic that is not found in their peers.  It is critical that students understand their disability and acquire learning strategies

3. Understanding your student’s learning issues and needs: Key areas to consider before approaching the college application and selection process  Is there a diagnosis?  Does the diagnosis accurately reflect my student’s current level of functioning?  Is your student using learning strategies that target his/her specific deficits?

4. Expert Diagnosis

5. Issues to consider before applying to college: What kind of learning environment works best for my student?  Academics  Executive skills  Independent Living skills  Social skills  Understand his/her disability  Self advocacy

6. Mission Impossible: Are we asking our kids to be independent, critical thinkers while still following the school program? Can a student with learning disabilities be successful in school without considering their learning styles and individual abilities?

7. Choosing schools: What is the right fit?  A right fit school is one where a student gets the kind of support that they need to learn, is stimulated by the curriculum and the environment and can navigate their surroundings to reach their goals. Selecting a right fit school involves many factors that go beyond determining how much support your student needs and which schools offer that support.

8. Overview of the two kinds of support at college: Structured vs. Self Directed  Structured Support :  formal LD program  may have different admissions standards  may need to apply directly to the LD program  Students are assigned an advisor within the LD program  These programs require a separate fee per semester.

9. Overview of support: Continued  Self Directed Support:  Student with a documented learning disability is granted services/accommodations but is not part of a formal program.  Completely student directed and driven  Students may have to renew their request each semester to get continued services.  These services can run the gamut from assistive technology to extra time on tests to having a note taker.  Most schools provide services without extra fees but some schools charge for individual tutoring or for academic coaching if it is available.

10. Getting more specific: Structured support programs at college may offer any combination of the following:  One-on-one academic coaching (most include executive skills)  Priority registration  A personal academic advisor  Regular meetings with a Social Worker  Individualized tutoring (professional/peer)

11. Structured support programs at college may offer any combination of the following: continued  Assisted Technology – Live Scribe pen, Dragon Naturally Speaking, Kurzweil, Imagination, etc  Smaller classes and Separate study space for students in the program  Small group workshops – independent living/stress management/executive functioning skills  Option to take a lighter course load - and make up classes during the summer or school breaks  Summer Bridge programs  Email check-ins or phone calls from an academic adviser

12. Questions to ask when considering Structured Support Programs:  The availability of support.. How often can a student meet with a tutor, etc?  Who is the service provider and what is their training?  Does the program last for all four years of college? Is a student expected to use less services over time?  Approximately how many of the students who enter the program graduate from the college?

13. Questions to ask when considering Structured Support Programs Continued:  Will my student be taking classes with other students who are not part of the LD program?  Are admissions standards different for LD/ADD?  Does the LD program include or start with a Summer Bridge program?

14. Self Directed support programs: What do these programs look like? How do they work?  Students Apply directly to the College  Documentation is submitted most often to DSS (Disability Services)  Some services that may be offered:  Notetaker, extra time on exams or projects, quiet location for tests  Assistive Technology, get syllabus/assignments ahead of time, Tutoring (usually by a peer)  Take an exam in a different modality than it is being offered (ex. If it is a written exam – student takes it verbally)

15. Self Directed Programs: Continued  Academic coaching (fee based)  Mentor program  Small group review sessions (exams), small group study sessions (weekly to understand material)  Mid term early warning system for poor academic performance

16. Questions to consider for Self Directed Programs  Can my student advocate, speak intelligently about his/her disability to professors and get his/her needs met without a formal program?  Does my student require one on one tutoring? Professional tutoring?  Does the school offer academic or executive coaching for a fee? Can they put you in contact with an outside referral who could provide that service?  How much contact does an advisor have with their students?

17. In addition to academic support at college what matters? Some important issues…  How does this school support my student’s strengths?  For many students with LD, that means finding out about the strength of the arts or sports programs that are offered.  What is the school’s philosophy or approach to providing services?  Are climate, school spirit, sense of community, political views, outdoor sports or the arts very important to your student?  Does your student want to do an internship?  Can big schools work for students who have LD?  Does my student need significant transition programming?

18. Documenting a learning disability and/or ADD.. A word about documentation..  A psycho educational evaluation that has been done within the last three to five years– must measure cognitive abilities and achievement. Some schools prefer a neuro psych eval, every school has different requirements so you must check with each school  Submit an IEP or 504 plan if your student has one so schools can see what services your student currently receives

19. Another form of Support: Transition Programming: (not offered by all colleges)  First Year Experience/First Year Seminar  Social support  Summer Bridge Program  Fall semester Bridge Program

20. Navigating the Applications  Start the process early  Make a timeline and stick to it  Get your documentation in order  Disclose your LD/ADD to colleges

21. Dr. Michelle Berg  1 (203) 856-5499  www.drmichelleberg.com  www.facebook.com/drmichelleberg