College Admissions for Students with Learning Disabilities NYSAIS College Counselors Conference 2017

Presenters Nicole Eversley Bradwell - Ithaca College, Director of Admission Kent Rinehart - Marist College, Dean of Undergraduate Admission Erin Hugger - The Churchill School, Director of College Counseling

Finding the Right Fit How do counselors help families determine how much/what type of support a student will need in college? What are the different types of support and accommodations available in college? Colleges for students with LD Comprehensive/Structured Academic Support Programs Disability Services Academic Support Services Test Optional vs. Sending Test Scores. Other “fit” factors to consider?

Disclosing Student’s Learning Disability Should students disclose? At what point in the application process should they disclose? How should students go about disclosing? Essay? Additional Info Section? Interview? Separate email/conversation with admissions rep? Other?

Student Samples Sample 1: As an individual with dyslexia, I have encountered unique challenges and obstacles throughout my education. Particularly in my childhood, I often struggled with reading and writing. At times I find it difficult to formulate ideas in written form or read at a fast pace. I have been able to manage these difficulties with a variety of strategies. An important strategy I use is breaking down tasks into smaller steps and manageable pieces. I realized that when I utilize a step by step approach, I can be very successful and can overcome my learning challenges. Careful planning, brainstorming, and strategic organization are other helpful tools that allow me to overcome my learning difference. In utilizing these techniques, I have found that I often bring an alternative and unique perspective to my work and studies. As a result, I have learned to accept these challenges, but do not allow them to define me as a student, researcher, or professional.

Student Samples Sample 2: Throughout my time in high school I have received some grades that I am not proud of and that are not an accurate representation of my best abilities as a student (such as my Spanish grades, and my U.S. History grade). I have ADHD, and because of this, I know that I will always have a hard time focusing, memorizing rote information and paying attention to detail. Instead of using my diagnosis as an excuse for not doing my best, I have worked hard to figure out what strategies are beneficial for me and which are not. Over time, I began to learn what I needed to do in order to be successful, whether that meant going after school to get help from a teacher, learning how to study efficiently, or just moving myself to the front of the classroom to block out any distractions. Even with these strategies in place, it was not always easy to organize myself and to manage my time. I realized that I was doing too much and that my long hours in the dance studio, on top of the hours of homework afterward, were not allowing me to achieve grades that were to the best of my ability. I knew something was going to have to give in order for me to succeed. At the beginning of 11th grade, I decided to put my competitive dance life on hold. After talking with my parents and my guidance counselor, we decided together that I should also discontinue taking Spanish, a class that I had always struggled in. These decisions provided me with more time and energy to focus on my other classes as well as the college application process. I now know how to manage my time effectively, and feel that I am going into these next four years with valuable knowledge that every student might not have. I know who I am as an individual and as a student, and I believe this will help me thrive during my years at college.

Legal Issues What type of accommodations and/or support do colleges legally have to provide? Differences between high school and college Confidentiality When should students connect with a school’s Office of Disability Services?

Questions, myths & miscellaneous topics...