The complete handbook for college-bound kids with learning disabilities.Planning for college can be one of the biggest moments in a teen's life, but for those students with learning and other disabilities, the college experience can be fraught with frustration, uncertainty, and lowered self-confidence. College Success for Students with Learning Disabilities offers teens the confidence, strategies, and guidance they need to effectively choose a college, get prepared for university life, and make the most of their collegiate experience. Special sections also discuss ADD/ADHD and Asperger's syndrome.The book covers pertinent topics such as understanding the rights and responsibilities of students with special needs, talking to professors and peers, getting involved, asking for and receiving accommodations, and utilizing one's strengths to meet and exceed academic standards. This unique reference book also includes a handy guide to universities with special programs and advice from current college students with disabilities to empower future students and provide them with hope for success.if(typeof performance.mark !== 'undefined')performance.mark("Product_Tabs_loading_start");Related collections and offersProduct DetailsProduct DetailsISBN-13:9781593634865Publisher:Sourcebooks, IncorporatedPublication date:05/01/2009Sold by:Barnes & NobleFormat:eBookFile size:1 MBif(typeof performance.mark !== 'undefined' && typeof performance.measure !== 'undefined')performance.mark("Product_Tabs_loading_end");performance.measure("productTabsDur","Product_Tabs_loading_start","Product_Tabs_loading_end");Related Subjects General & Miscellaneous College Guides General & Miscellaneous College GuidesCustomer Reviews$(function() {var isLoggedIn = false;var ratingsParams = categoryID: 'Products',streamID: '1101642221', /* use Product ID for unique identifier? SkuID? - prd9781593634865 - ProductID? */containerID: 'ratingsDisplay',width: '100%',showCommentButton: false,ratingTemplate: '',onReadReviewsClicked: gotoReviews,onLoad: function() ,ratingsParamsComments = {categoryID: 'Products',streamID: '1101642221',containerID: 'prodReviewInfo',ratingTemplate:'' +'
In most situations, a learning disability is not readily observable. Because there are no outward signs of a disability such as a white cane or wheelchair, students with learning disabilities are often overlooked or misunderstood. Some instructors and administrators suspect that students who claim to have learning disabilities are faking it, are playing the system, or lack the intelligence needed to succeed in college. Understanding the implications of learning disabilities, preparing to teach students with diverse characteristics, and learning to accommodate students with learning disabilities are essential for faculty and staff to provide academic and career opportunities for these students that are equivalent to those provided to their nondisabled peers.
College Success for Students With Learning Disabilities: Strategies and Tips to Make the Most of You
As the number of individuals being diagnosed with learning disabilities has increased, so have the understanding and utilization of academic and technological strategies for accommodation. There are a number of things instructors can do while planning a course to make it more accessible to all students, including those with learning disabilities. Proactively considering these strategies is part of a process called universal design (UD). UD offers the following suggestions:
All students making the transition to college face a variety of hurdles and need to make adjustments. This transition can be even more challenging for learners with disabilities. If you have disabilities and are preparing for college life, here are some tips and resources for making the transition smoother.
There are important differences between high school learning experiences and those in college for students with disabilities. High school learners with disabilities are often directly assigned to the appropriate educators to meet their learning needs. In college, though, you must request help from the school to ensure you receive the necessary support and accommodations. In other words, you need to be proactive in finding the appropriate campus resources to assist you. Try establishing your documentation and accommodation needs before classes start. If you must take placement tests before enrolling, file your accommodation requirements ahead of time. In addition to those detailed below, resources at the University of Washington and Boston College can help you know what to expect.
Made possible by the University of Washington, AccessSTEM provides students with disabilities access to an online community of peers and professionals to help them transition into college learning. This program is designed for learners interested in science, technology, engineering, and mathematics.
Dedicated to supporting children and students with hearing disabilities, this resource list includes links focused on social and emotional support, speech and language support, remote learning tips and best practices, and COVID-19-related information pertaining to facemasks and lip reading.
We all have a way in which we best learn. Odds are, every student in your class has a different preferred learning style, which can make it difficult for you to be the most effective teacher. However, by trying to incorporate various methods into your teaching, you may be able to reach the majority of your students. At the college level, it is expected that students have an idea of how to adapt to most teachers, although it cannot hurt to help them out a little! Below we have the three major learning styles and ways in which you can accommodate them.
But first, make sure you're ready to succeed. Online learning can sound so wonderful that some students start with an unrealistic vision. In reality, online courses require just as much, if not more, time and energy as traditional classroom courses. It also requires specific computer skills and learning strategies in order to succeed.
Homework accounts for one-fifth of the time that successful students invest in academic tasks, yet students complete homework in environments over which teachers have no control. Given the fact that many students experience learning difficulties, this creates a major dilemma. Teachers and parents of students with disabilities must communicate clearly and effectively with one another about homework policies, required practices, mutual expectations, student performance on homework, homework completion difficulties, and other homework-related concerns.
It is important to know that despite difficulties in a learning environment students with intellectual disability can and do have the capacity to acquire and use new information. There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with intellectual disability:
Students with intellectual disability may need particular adjustments to assessment tasks. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies. In considering alternative forms of assessment, equal opportunity is not a guaranteed outcome, it is the objective. You are not expected to lower standards to accommodate students with disability but rather are required to give them a reasonable opportunity to demonstrate what they have learned:
Who do you work with?We work with all Yale undergraduates and graduate students! Students present with a wide variety of concerns, from organizational and time management issues to more specific reading, writing, visual or auditory challenges. You may be working with a physical challenge or a temporary difficulty resulting from an injury. You may be seeking to understand differences that are not formally diagnosed, or you may be arriving at Yale with prior testing and a formal diagnosis. In any and all of these cases, our group is here to identify learning strategies to empower your overall learning. Back to top of FAQ
Students whose disabilities affect their approaches to learning may find it helpful to meet individually with our Learning Specialist to discuss learning challenges and new strategies for their academic work. To make an appointment, send an email to academicstrategies@yale.edu.
Under the Program for Academic Learning Skills, or PALS, at Hofstra University, students have access to staff members, academic advisers, graduate assistants/students, learning disability specialists, remediation/learning specialists, skill tutors, and strategy tutors. Students work one-on-one with a learning specialist once per week. The learning specialist works with students on their learning strategies, time management, and executive function skills. PALS students may receive classroom accommodations through Student Access Services. 2ff7e9595c
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