College for disability students

High school personnel, as well as students with learningadjustment throughout the high school program as the
disabilities and their parents, are often frustrated instudent's postsecondary and career choices become
searching out a suitable postsecondary setting that willrefined.
afford opportunity for success. While there are manySpecial Skills For College-Bound Students
directories of postsecondary college programsThe postsecondary environment is much less
(Hartman & Krulwich, 1984), they often result in morestructured than most high school settings, requiring a
confusion than clarity. Since there is no consistentgreat deal of responsibility on the part of students to
pattern of programming for students with learningdetermine what to learn as well as how and when to
disabilities at the college level, selecting an appropriatelearn. Students with specific learning disabilities are
college is often an overwhelming task.often left confused unless they are specifically
Since there are many more colleges seeking, or atinstructed in skills such as evaluating courses, planning
least admitting, students with learning disabilities thanlong-range study time, and interacting with faculty. The
actually have well-developed programs, it is imperativehigh school setting does not typically provide the
that professionals help these students act cautiouslyopportunity to practice such skills. Special educators, in
during the selection and application process. Simplycollaboration with content teachers and counselors,
finding a "good" program or the one with the mostmust provide their students with simulated college
services is not the solution. A match must be madeexperiences that incorporate these skills.
between the unique needs of the student and thePotential Areas of Interpersonal Problems
characteristics of the college and its learning disabilitiesStudents with learning disabilities often have serious
program (McGuire & Shaw, 1987).interpersonal problems in the dormitories and negative
Developing An Appropriate Individualized Educationalinteractions with professors as they seek help or ask
Program (IEP)for accommodations. In the college setting, where
A critical element of an effective high school programstudents are expected to be independent and function
is determination of which curricula and courses will beas self-advocates, these problems soon become
taken by students with learning disabilities. Too often,apparent.
these students are counseled into a general studiesMany students with learning disabilities are unable to
curriculum that will disqualify them from admission toperceive intuitively the verbal and nonverbal cues that
most 4-year colleges. In addition, many students withidentify appropriate behavior in various social situations.
learning disabilities receive course waivers--often forFamilies and teachers of these students often shelter
foreign language or mathematics--which canthem from potentially stressful or threatening social
significantly limit college options. Course waivers maysituations and thereby prevent them from developing
be necessary and appropriate, but they should bethe social skills they need to function successfully in the
provided only when based on valid diagnostic data.outside world. The frequent inability of these students
Furthermore, all parties should be made aware of theto maintain healthy and cordial relations with their
implications of waivers for postsecondary education.friends and with adults reflects their poor social skills
Although the college experience is often difficult fordevelopment.
students with learning disabilities, pacing of a course ofCharacteristics of the Postsecondary Institution
study has proved to be an effective programmingHigh school counselors are skilled at helping typical
variable (Norlander, Shaw, McGuire, Bloomer, &students select colleges. However, a student with
Czajkowski, 1986). A student who might experiencelearning disabilities needs more diverse and detailed
frustration and failure with a full college course loadinformation from high school personnel than do typical
might be successful when taking only two or threestudents. Such a student needs to investigate
courses. Likewise, if high school personnel, parents, andadmissions procedures carefully. How he or she
students were open to planning a 4 1/2- or 5-yearcompares to the typical entering student in terms of
program, the students would be more likely to leavepreparation and performance is critical in preventing a
high school with the skills, content, knowledge, andfrustrating and possibly short-lived college experience.
positive self-concept necessary for postsecondaryA number of academic considerations are also critical
success.for a student with learning disabilities. The availability of
The individualized educational program or transition planprecollege courses, developmental and remedial
for a student with learning disabilities should provide forcourses, and course waiver provisions is essential
an early determination of postsecondary goalsinformation. The size of the institution itself, as well as
agreeable to all concerned and specification of thethe size of classes (particularly the number of large
curriculum, courses, time sequence, and supportlecture classes) may be especially important to a
program appropriate for realization of those long-termstudent who has any of the social or interpersonal
goals. The goals will require continual monitoring andproblems noted earlier.