Students with learning differences who receive academic support in high school are going to need it in college. That support varies from student to student, just as students' disabilities vary. Each student presents a unique set of challenges. Some students are twice exceptional, meaning gifted and learning-disabled. Students with disabilities can run the gamut from gifted students juggling Advanced Placement courses to students who haven't mastered basic math or the ability to write a coherent paragraph. Those who have been in special education classes for most of their school careers are going to require the most support. My rule of thumb is to take the amount of support your teen is presently receiving in high school and double it, at least for the first several semesters of college.
If you set students up to succeed from day one, the results yield happier, more confident individuals who begin to believe they can "conquer" college. This occurs only when students have sufficient support to get them over the inevitable "rough" spots. This support includes not only specialized tutoring, but affirmations as well. Old scripts take over our students' heads when they hit a roadblock. A good support program provides people to whom students can turn when they experience disappointment or need encouragement in the form of a "pep talk". Success is contagious. Once students realize they can do college work, even with help, they become more enthused about continuing. Through support, they gradually become "meta-cognitive" or aware of their particular learning style; the result is self-confidence. Only then, and with the approval of disability services, should these students attempt to slowly wean themselves from support.
Conversely, students who "go it alone", foregoing any form of assistance, are usually the ones who become overwhelmed and incapable of coping with college's unique demands. Unlike the students above, this group experiences diminished confidence and is reticent to continue. After all, they're not stupid - how many times would you place your hand on a hot stove?
In short, if students with disabilities attend college with inadequate support, they will find themselves in a continuous state of frustration. Despite their determination, they are unlikely to succeed. Consider college success to be a formula: PERSISTENCE + ADEQUATE SUPPORT = GRADUATION!
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Joan M. Azarva, Ms.ED, an expert College Learning Specialist, parent of a successful adult son with LD/ADD, and a graduate of the University of Pennsylvania's Graduate School of Education has experience that spans three+ decades with students of all ages. In 1993, however, due to the well-documented low postsecondary success rate of students with learning disabilities, Joan decided to focus exclusively on the critical period of high school-to-college transition.
From her professional and personal experiences, Joan learned that not only can proactive measures often fend off failure, they can also produce extremely desirable outcomes. If you are the parent of a high school student with learning differences, sign up for Joan's listserv and receive a valuable FREE 55-page E-Book, Interactive Academic Websites, by going to http://www.ConquerCollegewithLD.com.
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