THE BRIDGE TO SOMEWHERE:
WACAC Share, Learn, and Connect
Mills College
March 26, 2013
Judy Alessandri
Learning Specialist/SSD Coordinator
Bellarmine College Prep
jalessandri@bcp.org
408-537-9246
berkeley college counseling program 1/25/2013
COUNSELING STUDENTS WITH
DISABILITIES THROUGH THE COLLEGE
PROCESS
KEY ISSUES TO CONSIDER FOR STUDENTS
IN THE TRANSITION TO COLLEGE
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Difference in Laws (IDEIA-IEP, 504, ADA)
Access to Parental Support
Different Requirements for Accommodations
Understanding Strengths/Weaknesses/Needs
AcademicSkills/Developmental Growth/Social
Skills
Self-Management Skills
Self-Advocacy
Accommodations for SAT/ACT/AP, College
Physical Accessibility and Navigation
(physically disabled, vision impaired)
Sign Language Interpreter Available
IEP, 504, AND ACCOMMODATION PLANS
 Differences
 IEPs
do not transition past grade 12
 Learning
Differences are not the same as
Learning Disabilities
 Documentation
must follow college
guidelines (each college states their own)
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in application of disability laws
for high school and college
COLLEGE: A.D.A & SECTION 504
(CIVIL RIGHTS LAW)
Equal Opportunity in All Settings
 Parents have no rights and cannot access
information without student permission
 Accommodations: No IEP, colleges not
obligated to waive courses or other
academic requirements
 Student must self-advocate and disclose
 Student responsible for costs
 Records available to support services
staff; others must have signed permission
from student
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READINESS/INDEPENDENCE
 Academic
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 Emotional
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Ready to leave the supportive home
environment?
Mental Health, Counseling Issues
 Self
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Care
Live in a group environment with peers?
Self-care? Laundry, cleaning, management of
time, money, medication? Conflict resolution?
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Prepared for college workload?
Eligible for special academic/disability
programs?
DEVELOP “COLLEGE PREP” SKILLS
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Weak executive function skills often derail students
more than actual academic difficulties.
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Note-Taking
Self-Advocacy
Effective Time Management
Use of Planning and Organization Tools
Computer Skills
Assistive Technology (as needed)
Identify work spaces that will be most efficient and
proficient use of time
Ensure all high school classes are college prep – most
colleges with not accept “resource” or modified
classes; meet a-g or specific college requirements
DEVELOP SELF-ADVOCACY SKILLS
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Self-awareness and advocacy are key skills for high
school students to develop.
High school student needs to begin speaking for
himself during meetings and communicate needs to
teachers independently.
Identify “essentials” for success: What programs,
tutoring supports (hours?), technology (AT?),
counseling, coaching have and will be necessary?
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Understand and be able to explain strengths,
functional limitations, and identification of strategies
and resources that will support learning
OTHER KEY CONSIDERATIONS
Academic load (extended year? Modified,
waived, or substituted courses? Quarter,
semester, one course designs? Priority
scheduling?)
 Tutorial/Strategies Supports (free or feebased; hours; assistive tech?)
 Housing (accessibility; private room; priority)
 Specialized counseling staff, mental health
services, health/medication management
 Transportation; Accessibility;
Orientation/Mobility (vision-impaired)
 Level of Independence and Initiative; SelfCare; Social skills support?
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COLLEGE ENTRANCE AND PLACEMENT
EXAMS: ARRANGING FOR ACCOMMODATIONS
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College Board Programs: PSAT, SAT, AP
Apply at least 7 weeks before first exam – either PSAT
or AP
 Documentation meets guidelines; SSD Code assigned
 Approval for use of a computer can be challenging
 Apply in frosh/soph year
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ACT
 PLAN (informal; no doc required);
 ACT (more curriculum based)
 3 separate programs: Standard, National Extended,
Special
 Accommodations can be a challenge for high ability LD
 Apply at least 7 weeks before first exam
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CB/ACT: MY IMPRESSIONS – PROS
College Board
ACT
PSAT, SAT, AP
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Assigns SSD Code
Easy online system
Covers all CB published
exams
More “friendly” for high
ability LD/ADD Student
must have plan and
used accommodations
for at least 4 school
months.
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More time options
 Multiple days
 Self-paced
 Longer test window
 Seems “more friendly”
for medical/physical
 Special Testing (no
writing) is available
at any time
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CB/ACT: MY IMPRESSIONS – CONS
ACT
*Fewer accommodation options
*Shorter test window
*Tougher to get computer
*Must sit for all test time
*AP exams can be tricky to
schedule/arrange proctors
*West Point, Naval
Academy, Air Force
Academy – will not accept
extended time scores =
“disqualifying”
*3 different application
processes
*Less “friendly” for high ability
LD/ADD
*Must reapply each time
(though streamlined)
*Longer history for
accommodations expected;
except medical/physical.
*West Point, Naval
Academy, Air Force
Academy – will not accept
extended time scores =
“disqualifying”
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College Board
TYPES OF COLLEGE SUPPORT
PROGRAMS: LEVEL OF SUPPORT
Programs
 Coordinated Services
 Basic Service Programs
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 Structured
STRUCTURED PROGRAMS
 Comprehensive – significant support
 May be required to sign contract
 Can be significant program participation fee
Services May Include:
Staff Trained in Learning Disabilities
 Special Orientation Programs
 Curriculum Modifications
 Assistance with Advocacy
 Academic Monitoring and Counseling
 Faculty training/awareness
 Alternative Programming

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 May have separate admission process
COORDINATED SERVICES
 Moderate
Services May Include:
 Learning Strategies Instruction
 Counseling
 Tutoring
 Assistance With Advocacy
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Level of Support
 Has specialized counselor or disability
specialist to coordinate/advise
BASIC SERVICE PROGRAMS
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These programs provide the minimum
amount of support necessary in order
to comply with the law. Access is
highly dependent on school’s
allocation and priority for these
resources and program coordinator.
THE RIGHT MATCH?
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Coordinated Programs work best for
students who want to be “mainstreamed” but
know they will need support.
Basic Service Programs work best for the
highly motivated, independent selfadvocators with common accommodations.
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Structured Programs work best for
students who need close monitoring and high
levels of support.
CAMPUS RESOURCES TO CONSIDER
Tutoring/Learning Supports and Centers (i.e.
Math, Writing, Trio)
 Career Counseling Centers
 Mental Health Counseling
 Peer Mentoring Programs
 Social Skills Training/Support
 Academic Advising Centers
 Health Centers Orientation/Mobility for visionimpaired
 Accessibility for physical, hearing impaired?
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SUCCESSFUL TRANSITION TO
COLLEGE
Current documentation (aligned with college
guidelines)
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Fluent in describing disability and support
needs independently (without parents)
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Realize that learning programs will
communicate only with students, not parents
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Consider level of support available before
committing to a college
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Arrange for all supports and accommodations
before classes begin
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SPECIAL PROGRAMS - EXAMPLES
LD/ADD Only Colleges
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Autism Spectrum Support Programs
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College Living Experience (CLE)
College Internship Program (CIP)
Colleges with special Autism Support Programs
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http://www.collegeautismspectrum.com/collegeprograms.html
http://www.bestcollegesonline.com/blog/2011/05/25/10impressive-special-college-programs-for-students-with-autism/
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Beacon College
Landmark College
STRUCTURED/COORDINATED
PROGRAMS: SOME EXAMPLES
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The University of Arizona (SALT)
Mitchell College Learning Resource Center
University of Denver Learning Effectiveness Program
Lynn University Institute for Achievement and Learning
McDaniel College Academic Skills Program
Curry College Program for Advancement of Learning(PAL)
Dean College Personal Learning Services
Mount Ida College Learning Opportunities Program
Northeastern University Learning Disabilities Program
Fairleigh Dickinson University Regional Center for College
Students with Learning Disabilities
Adelphi University Learning Disabilities Program
Dowling College Program for College Students with
Learning Disabilities
Hofstra University Program for Academic Learning
Skills(PALS)
STRUCTURED/COORDINATED
ADDITIONAL EXAMPLES
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Iona College The College Assistance Program
Manhattanville College Higher Education Learning
Program(HELP)
Marist College Learning Disabilities Support Program
Marymount Manhattan College Program for Academic
Success)
Rochester Institute of Technology Structured Monitoring
Program (any student; no doc disability required)
Mercyhurst College Learning Differences Program(LD)
American University Learning Services Program for
Freshmen with LD
Marshall University Higher Education for Learning
Problems (H.E.L.P.)
West Virginia Wesleyan College Lindamood-Bell®
Learning Program
BOOKS AND ARTICLES
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Consult LDOnline (www.ldonlineorg) for helpful advice in
preparing students with disabilities for college
Many books and articles are written on topics related to
ADHD, LD, Executive Function, Asperger’s, Social Skills
geared toward supporting students in the college setting
(for parent, student, or educator audiences)
Jonathan Mooney has a great personal story and several
publications – including Learning Outside the Lines - google
search him
There are a few guides for colleges related to disability
services; warning – the information may be outdated –
personnel/funding changes
College Success for Students with Physical Disabilities