Helping Students With Disabilities Transition to College
Tip 1: Be Comfortable With The LD and/or ADD/ADHD Classification
Many students often harbor negative associations or feelings of stigma regarding being labeled as disabled and consequently receiving special education services. This can lead to reluctance in seeking necessary support.
Positive reframing is a crucial approach that can help students view their LD/ADD/ADHD not merely as an academic deficit, but as an integral part of their identity and how they uniquely interact with and operate in the world. This shifts the focus from a limitation to a variant in neurological functioning.
Autonomy focus: A core principle for college preparation is helping students become autonomous decision-makers, ideally while still in high school. This self-direction is vital for them to effectively lead their own learning processes and self-advocate for their needs in the less structured environment of college.
Ways to foster autonomy and support:
Join or form a support group: Connecting with peers who share similar disabilities provides a safe space for sharing experiences, strategies, and emotional support, reducing feelings of isolation.
Seek an accomplished college student mentor: Engaging with a mentor who has a similar disability and has successfully navigated college life offers invaluable, practical insights and a role model. Programs like Project Eye-to-Eye (http://www.projecteyetoeye.org/) specifically pair young students with college mentors with similar learning differences, fostering leadership and advocacy skills.
Learn about neurodiversity: Embracing the concept of neurodiversity helps students understand that neurological differences are natural variations, not abnormalities. This perspective, as highlighted by Armstrong (2010), can empower students to appreciate their unique cognitive strengths rather than solely focusing on challenges.
Core idea: The transition to college fundamentally involves a significant shift from a teacher-led learning environment (common in high school) to a student-led, self-directed approach. This shift necessitates students learning to proactively leverage available supports, including technology, accommodations, and personnel, to ensure their academic success.
Tip 2: Acknowledge Strengths and Areas of Need
It is essential for students to identify specifically where they are proficient (e.g., strong organizational skills, excellent questioning abilities, thorough preparation for tasks) and, conversely, content areas or skills where they consistently struggle (e.g., recalling specific dates, synthesizing large amounts of text).
This self-knowledge allows students to counterbalance their strengths with an honest awareness of their challenges, thereby building robust self-assessment and self-management capabilities crucial for academic independence.
Example strategy: Students can learn to apply their proficient skills to areas of difficulty. For instance, a student with strong organizational skills who struggles with essay writing can meticulously organize their research, outline arguments, and structure their writing process, leveraging their strength to mitigate a weakness and improve their overall self-strategy.
Practical example: A visual learner who typically struggles with recalling vast amounts of factual information in history classes can employ a strategic visual approach. They can create one-page concept maps that utilize icons, colors, and spatial arrangements to organize complex information and highlight key ideas and relationships. This can be done effectively by hand (e.g., using large sketchpads) or with various digital technologies (Mortimore & Crozier, 2006).
Suggested tools: Brainstorming and mind-mapping tools such as Bubbl.us or MindMeister help visualize connections. Ready-made graphic organizers from publishers like HRW (Holt, Rinehart and Winston) provide structured templates. Furthermore, learning-style inventories and multiple intelligence assessments can help students understand their preferred learning modalities and inherent talents, which can then be leveraged for more effective study habits.
Tip 3: Learn About the College Disability Services Office
Under Section 504 of the Rehabilitation Act of 1973, institutions of higher education that receive federal funds are legally mandated to provide disability services on campus. This includes offering reasonable accommodations to ensure equal access and opportunity for qualified students with disabilities.
These accommodations can include a wide range of supports, such as testing accommodations (e.g., extended time, reduced distraction environment), priority registration (allowing students to select courses earlier to manage schedules or specific faculty), assistive technologies (e.g., screen readers, voice-to-text software), and personnel support like readers, note-takers, or interpreters.
The campus disability services office plays a central role. Its responsibilities include verifying a student's disability documentation, determining appropriate and reasonable accommodations based on that documentation, and formally notifying professors about these approved accommodations, typically without disclosing the specific nature of the disability itself. This maintains student privacy.
It is generally the student’s responsibility to be proactive—to register with the disability services office, provide the necessary documentation, and often, to share their official accommodations document with each of their professors at the beginning of each term. This ensures that professors are aware and can implement the accommodations.
Purpose: The overarching purpose of these services is to help ensure that all qualified students with disabilities have equal access to programs, courses, and activities, fostering their full and equitable participation in higher education, rather than guaranteeing a specific outcome or level of achievement.
Tip 4: Practice Making Decisions
The aim of this tip is to cultivate autonomy through continuous practice in decision-making across various aspects of a student's life – at home, in the community, and in academic settings. The ability to make sound choices independently is a cornerstone of college success.
Using hypothetical scenarios related to academic, social, and financial aspects of college life is an effective way to practice this skill in a low-stakes environment. For example, discussing how one might handle a conflicting schedule, a challenging group project, or an unexpected expense.
Simple decision-making strategies can be explicitly taught and practiced:
Pros and cons analysis of different course loads (e.g., taking 12 vs. 15 credits, balancing challenging courses with easier ones).
Understanding the budgeting implications of various decisions, such as eating out versus cooking, or purchasing new textbooks versus renting/using e-books.
Prioritizing social choices against academic obligations, learning to say no to social events when study time is critical.
Developing a “Plan B” for contingency scenarios, such as what to do if a major assignment is due the same day as a high-stakes exam, or if a preferred support service is unavailable.
Rationale: Decisions encountered in college are highly personal and deeply context-dependent (Troiano, 2003). There isn't a one-size-fits-all solution, making the ability to critically evaluate unique situations and make informed choices indispensable for navigating the complexities of college life.
Tip 5: Read "College Success Stories"
Students with LD/ADD/ADHD are the ultimate experts on their own lived experiences. Reading "insider perspectives" from peers who have successfully navigated college offers invaluable insights that textbooks or academic guides often cannot provide.
Peer-to-peer books are particularly beneficial because they offer not only practical strategies (e.g., specific study techniques, advocacy tips) but also a profound sense of empathy and shared experience (Sandler, 2008; Mooney & Cole, 2000). Knowing that others have faced similar struggles and overcome them can be incredibly encouraging.
To ensure accessibility, especially for readers with significant reading difficulties, these books are often available in alternative formats, such as books on tape (audiobooks) or through text-to-speech software.
Notable references in this vein include:
Learning Outside the Lines (Mooney & Cole, 2000): Written by two Ivy League students with LD/ADHD, this book offers practical tools for academic success and self-advocacy, emphasizing strengths and unique learning styles.
College Confidence with ADD (Sandler, 2008): This is often described as a comprehensive success manual, covering everything from the college application process to excelling academically and socially.
Faking It (Lee & Jackson, 1992): Explores the experiences of individuals with learning disabilities in a broader context.
Learning Disabilities and Life Stories (Rodis, Garrod, & Boscardin, 2001): This collection often highlights the experiences of Brown University graduates, underscoring the importance of self-management, leveraging individual strengths, and celebrating the diversity of learning.
Tip 6: Know Student Rights Before Attending College
If a student received accommodations for high school standardized tests, such as the SAT or ACT, it is crucial to understand that similar accommodations can often be secured for college-level exams and coursework. This process typically involves coordinating with the campus disability services office and providing appropriate documentation.
While the right to accommodations in testing is upheld, it is paramount that students recognize these accommodations do not diminish their personal responsibility to adequately prepare for tests. Accommodations are designed to level the playing field, not to substitute for diligent study and effort.
Students must be proactive and mindful of the need to coordinate with the campus disability services office well in advance to formally request and obtain testing accommodations and other necessary supports. This often involves submitting documentation, completing specific forms, and adhering to deadlines set by both the disability office and individual professors.
Tip 7: Know Student Responsibilities Before Attending College
The transition to college brings an exponential increase in personal autonomy, which directly correlates with greater self-responsibility. Unlike high school, where teachers and parents often take a more active role in advocating, college students are primarily responsible for their own academic and personal management.
Students should familiarize themselves with the specific federal regulations (like Section 504 and the ADA) that pertain to their rights and responsibilities in higher education. More importantly, they must be prepared to provide comprehensive documentation to substantiate their disability and their need for accommodations. In college, the burden of proof for a disability and the need for accommodations rests solely on the student.
It is vital to maintain access to all school-based assessments (e.g., psychological evaluations, IEPs, 504 plans, diagnostic reports) conducted during high school. These documents typically serve as the primary evidence that must be shared with the campus disability services office.
Core idea: Proactive documentation, clear and consistent communication with support staff and professors, and a thorough understanding of one's rights and responsibilities are essential foundations for obtaining and successfully maintaining accommodations throughout one's college career.
Tip 8: Take a College Course While in High School
Participating in college-level classes while still enrolled in high school offers a invaluable opportunity for students to directly compare the academic standards, expectations, and pace of high school versus college. This firsthand experience can significantly smooth the transition process, reducing culture shock.
Many universities and community colleges offer various pathways for high school students, including online courses that provide flexibility, or on-campus sessions that immerse students in the college environment. These can range from dual-enrollment programs to summer institutes.
Students can strategically pursue courses aligned with their strengths. For example, a student who excels in mathematics might take a business-related statistics class, allowing them to experience college rigor in an area where they feel confident, building self-efficacy.
These school-to-college links can directly influence decisions regarding future part-time or full-time college attendance. They also provide crucial early exposure to college support staff, including disability services personnel, academic advisors, and librarians, helping students build connections and understand available resources before full matriculation.
Tip 9: Participate in Precollege Academies
Campus visit programs and precollege academies are specifically designed to help high school students with LD/ADHD (and other disabilities) gain a concrete understanding of the significant academic and social differences between high school and college environments. These are often structured to demystify the college experience.
These visits can be intensive, day-long, or even multi-day experiences that include detailed meetings to discuss how IEP-related services from high school translate or change at the college level, and to highlight the specific types of campus support services available (e.g., academic coaching, tutoring, mental health services).
Students are encouraged to coordinate with vocational rehabilitation services and other supportive agencies they may already be utilizing. Establishing early connections with key college contacts (e.g., disability services coordinators, admissions officers, departmental advisors) during these academies can create a foundational support network.
Another path involves high school faculty or parents arranging visits where students can observe freshman college classrooms. These observations are often followed by campus discussions with current college students and faculty, providing direct perspectives on college-level expectations and the student experience.
Practical outcome: Early exposure acquired through these academies helps students form relationships with supportive staff and faculty before they officially enroll. This not only builds a network of contacts but also shapes realistic college expectations, enabling students to anticipate challenges and plan for success more effectively.
Tip 10: Develop Essential Skills for College (Study Skills)
The study skills acquired and refined in high school form a critical foundation for managing the significantly increased academic rigor, pace, and independence demanded by college-level coursework. College typically involves fewer, but more intensive, assignments and exams.
Explicit instruction across content areas in high school is vital. This means directly teaching and integrating skills such as organization (e.g., managing multiple syllabi, digital files), time management (e.g., prioritizing tasks, scheduling study blocks), and assignment planning (e.g., breaking down large projects).
Practical approach for optimal study habits:
Block off time on a calendar: Students should proactively schedule dedicated study time several days or even weeks before due dates for major assignments and exams, treating these blocks as non-negotiable appointments.
Minimize distractions: Actively identify and eliminate common distractions, whether they are digital (e.g., social media notifications, irrelevant tabs) or environmental (e.g., noisy roommates, TV).
Create a conducive study environment: This involves finding or setting up a space that is quiet, organized, well-lit, and equipped with necessary materials to promote focus and productivity.
Steps for comprehensive assignment management:
1. Block time on a calendar: Dedicate specific time slots for each stage of an assignment.
2. Prepare a plan: Develop a clear, step-by-step approach for completing the assignment, including research, outlining, drafting, and reviewing.
3. Reduce social distractions: Inform friends of study times and avoid social media or texting during these periods.
4. Find or create a conducive study environment: As mentioned, a distraction-free space is key.
5. Outline the response before drafting: For essays or reports, a detailed outline organizes thoughts and ensures all requirements are met before writing begins.
6. Prewrite ideas: Engage in brainstorming, free-writing, or mind-mapping to generate content and explore concepts.
7. Create a rough outline: Structure the prewritten ideas into a logical flow.
8. Share with professor: For major projects, seeking early feedback on the outline or a preliminary draft from the professor can clarify expectations and prevent misdirection.
9. Draft early drafts: Do not aim for perfection in the first draft; focus on getting ideas down.
Utilize campus writing centers and peer tutors: These resources offer invaluable feedback on clarity, structure, grammar, and argument development, often free of charge.
The ultimate goal is to build foundational critical thinking and executive functioning skills that are transferable across all academic courses and into professional life.
Tip 11: Align Study Skills to Specific Classes
While a broad array of study strategies exists, true autonomy and academic efficacy blossom when students learn to tailor specific strategies to the unique demands of each assignment, class, or subject matter. A generic approach is rarely optimal for diverse academic challenges.
Autonomy truly grows when students develop the critical thinking skills to determine what works most effectively for a given task, and critically, why it works (Allsopp, Minskoff, & Bolt, 2005). This metacognitive awareness is key to becoming an independent learner.
Example: For a student easily distracted during dense lectures or who struggles with comprehensive note-taking in fast-paced classes, using targeted note-taking strategies can optimize focus and retention. Examples include:
I SWAM: A strategy focusing on integration of prior knowledge, strategic seating, comprehensive writing, verbal/nonverbal analysis, and attention monitoring. (Detailed in Table 4)
PP 123: Focuses on preparing for notes, actively playing back audio (if recorded), listening for meaning, taking notes, and immediate review. (Detailed in Table 4)
TASSEL: Emphasizes avoiding doodling, arriving prepared, strategic seating (front, away from friends), ending daydreaming, and maintaining eye contact with the teacher. (Detailed in Table 4)
The purpose of these specific strategies is to help students more effectively capture and process information during lectures with dense content, minimizing distractions and enhancing understanding and recall.
Tip 12: Make Connections Among Classes
Once students have successfully acclimated to the content, formats, and expectations of individual college courses, a significant step forward involves learning to generalize successful study strategies across different courses. This moves beyond isolated learning to integrated academic management.
Time management techniques learned for one demanding course (e.g., breaking down a large research project) can be seamlessly transferred to manage assignments in another. Similarly, effective note-taking methods developed for a lecture-heavy class can be adapted for a seminar discussion, and test-preparation practices (e.g., active recall, practice questions) can be applied across diverse subjects, reinforcing overall academic success and efficiency.
Tip 13: Utilize Peer Mentor Services
Many college campus disability services offices or academic departments provide structured peer tutoring or mentoring programs, often on a weekly basis. These services connect students with trained peers who have demonstrated proficiency in specific subjects or academic skills.
Peer tutors can provide invaluable assistance in developing effective test preparation plans, establishing consistent study routines, and implementing various memory-based strategies tailored to the content of all courses. They offer a relatable perspective and practical advice.
The most effective peer tutoring is collaborative and student-driven. This means students actively participate in shaping the strategies and approaches with guidance from their tutors, rather than passively receiving rigid, prescribed plans. This fosters self-advocacy and a deeper understanding of 'how to learn.'
Example: A student working with a peer tutor might collaboratively identify key areas for improvement, such as "determining what's most important in dense readings" or "structuring complex arguments." They would then articulate what methods have previously helped or hindered their progress, allowing the tutor to tailor support to the student's unique learning style and needs.
Tip 14: Use Informal Peer Mentors
College environments naturally foster a diversity of friendships and social connections. These informal networks can be a powerful, often overlooked, source of support for students with LD/ADHD. Friends and classmates can serve as informal peer mentors by providing assistance and perspective in various courses and aspects of college life.
These mentors may be peers who excel in different areas: an academic star who can clarify a difficult concept, a seasoned athlete who demonstrates strong time management, or an artist who offers creative problem-solving approaches.
Campus counselors or academic advisors can play a crucial role by facilitating connections to experienced students who have successfully navigated similar challenges and are willing to mentor newcomers, whether officially or unofficially. They can suggest individuals or groups that could be beneficial support systems.
Tip 15: Access Class Notes
Note-taking can be a particularly challenging skill for students with LD/ADHD due to difficulties with sustained attention, processing speed, or working memory. To ensure equitable access to course content, several accommodations are often available:
Using a tape recorder or digital recorder: This allows students to re-listen to lectures at their own pace, ensuring they capture all information they might have missed.
Obtaining notes from a designated note-taker: Many disability services offices arrange for a peer note-taker to provide copies of their notes to the student.
Sharing notes with trusted peers: Collaborating with a classmate to compare and supplement notes can fill in gaps and enhance understanding.
Requesting professor’s notes or slides: Some professors are willing to provide their lecture outlines, PowerPoint slides, or even personal notes, which can serve as a scaffold for students' own note-taking.
While many universities invest in ongoing faculty development to support the implementation of accommodations, it is important to acknowledge that some professors may initially resist specific accommodations due to lack of understanding or perceived inconvenience.
When facing such resistance, students should be prepared to propose practical solutions (e.g., suggesting the professor pre-post lecture materials on the class web page) and clearly explain why the accommodation is needed to ensure parity of access and opportunity, rather than requesting special favors that alter academic standards.
If issues persist despite these efforts, the student should not hesitate to consult the campus disability services office. This office serves as the primary advocate and mediator to ensure that approved accommodations are provided as required by law.
Tip 16: Evaluate a Professor Before Taking the Class
To foster a supportive learning environment, students should be proactive in identifying professors who are receptive to and understanding of academic accommodations. This strategic course selection can significantly impact academic success and reduce stress.
Students can employ several methods to evaluate potential professors:
Directly talk with potential professors: Before registration or during office hours, students can discreetly discuss their general approach to accommodations and their receptivity to diverse learning styles. This allows for a direct assessment of their openness.
Consult the campus disability services office: This office often maintains records or informal knowledge about professor supportiveness, as they are the central point of contact for accommodation requests. They can sometimes guide students toward faculty known for their inclusive teaching practices.
Rely on student networks and public information sources: Current students, especially those using disability services, can share experiences. Additionally, online professor review sites (with appropriate discernment) might offer insights into teaching styles and flexibility.
It is crucial to note that the goal of evaluating professors is not to seek easier courses or a reduced workload. Instead, it is to assess a professor's understanding of disability-related accommodations and their willingness to provide appropriate support to ensure an equitable learning experience.
Tip 17: Use the Benefits of Technology
Technology has profoundly transformed teaching and learning, offering unprecedented opportunities for students with LD/ADHD to bypass traditional barriers and enhance their academic performance. Integrating technology effectively is a key modern study skill.
Students can strategically choose online or hybrid courses (blending online and in-person components) which often offer flexible schedules and formats that can be particularly beneficial for managing attention, energy levels, and processing demands.
Assistive technologies (AT) are cornerstones of accessibility:
Screen readers (e.g., JAWS, NVDA) convert digital text into synthesized speech, aiding students with reading difficulties or visual impairments in processing large volumes of text.
Speech-to-text software (e.g., Dragon NaturallySpeaking, built-in OS features) allows students to dictate assignments and essays, bypassing challenges with handwriting or typing.
Text-to-speech programs offer similar benefits to screen readers for reading digital content.
Auditory processing tools can help filter background noise or slow down audio.
Various tools support organization and workload management:
Digital recorders capture lectures for later review.
Podcasts of lectures or supplemental content offer flexible learning.
Digital organizers and calendars (e.g., Google Calendar, specialized apps) help manage assignments, appointments, and study schedules with reminders and task breakdowns.
Mind-mapping software (e.g., MindMeister, XMind) assists in visual organization of thoughts and complex information.
Tip 18: Consider the Benefits of Self-Disclosure
While students legally have the right not to reveal their disability in college, deciding to self-disclose, especially early in their academic journey, often significantly improves their odds of success. This is because disclosure unlocks access to crucial resources.
It is highly beneficial to register with the campus disability services office early in the term or even before classes begin. Delaying this process can lead to avoidable struggles later in a term, as accommodations may not be implemented retroactively, and bureaucratic processes can take time.
If a student finds themselves overwhelmed by their workload, academic demands, or personal stress, meeting with a disability services counselor or academic advisor is a proactive step. They can help strategize workload management, discuss potential accommodations, or refer to mental health services.
All students, regardless of disability status, should familiarize themselves with the college student code of conduct, which outlines academic integrity policies, disciplinary procedures, and their fundamental rights and responsibilities within the university community.
Tip 19: Take Responsibility for One's Own Education
After initial registration, it is imperative for students to maintain an ongoing, proactive relationship with the campus disability services office. This office is not a one-time resource; its advisors can provide continuous support with course planning, navigating academic challenges, and resolving professor-related issues that may arise concerning accommodations.
Students should schedule in-person appointments with their assigned coordinator or an advisor in the disability services office. Regularly connecting face-to-face helps to build a strong, personal advocacy network, which can be invaluable when facing future academic or logistical challenges. This personal connection often leads to more tailored and effective support.
Tip 20: Cultivate Individual Talent
College is fundamentally a place not just for academic learning, but also for students to grow and develop their individual talents and distinctive abilities beyond any disability labels. Focusing solely on deficits overlooks a significant part of a student's potential.
Emphasizing strengths and unique skills can powerfully influence career choices and open up future opportunities. As Levine (2002) noted, understanding and leveraging one's strengths leads to more satisfying and successful paths.
Students should be encouraged to take on leadership roles in campus organizations, academic clubs, or community service initiatives. Engaging in mentoring roles (e.g., peer tutor, resident advisor) further prepares them for future responsibilities and provides tangible evidence of their capabilities and contributions, extending beyond mere academic performance.
Tip 21: Self-Advocate (Final Thoughts)
Students who consistently achieve success in college and beyond tend to demonstrate several key characteristics: self-acceptance of their disability, a proactive and assertive stance in requesting and utilizing support, and a strong sense of self-determination in directing their own educational paths.
The experiences and skills honed through self-advocacy in school and college can form a vital basis for broader advocacy efforts later in life. This includes advocating for themselves and potentially for others within communities dealing with autism spectrum disorders, intellectual disabilities, and emotional/behavioral challenges.
Key takeaway: Comfort with one’s disability, proactive and regular engagement with campus disability services, strategic utilization of all available resources (both formal and informal), and consistent, organized scheduling are universal strategies that profoundly support success not only in college but also in various aspects of adult life.
It's important to recognize that while these tips are specifically framed for students with LD/ADHD, they are broadly applicable to a wide range of disabilities. The principles can inform the counseling and support provided for students with autism spectrum disorder, intellectual disability, and emotional/behavioral challenges, promoting inclusive practices across the board.
The overarching message is to equip students with critical strategies that not only support their academic success in college but also empower them for life, by recognizing and fostering both their individual strengths and understanding areas for growth.
Appendix: Key Tables and Resources
Table 1. Laws That Ensure the Educational Rights of Students With Disabilities
IDEA (Individuals With Disabilities Education Act) (2006 update): This federal law mandates that K-12 public school districts must provide a free and appropriate public education (FAPE) to all eligible students with disabilities. It requires the development of Individualized Education Programs (IEPs), which detail specific educational goals, services, accommodations, and testing modifications. A crucial distinction is that IDEA provisions terminate upon high school graduation or when a student reaches age 22, whichever comes first, and generally do not extend to postsecondary education.
Section 504 of the Rehabilitation Act of 1973 (2006): This civil rights law ensures accessibility for individuals with disabilities. For colleges and universities that receive federal financial assistance, it mandates nondiscrimination based on disability. This includes requirements for accessible facilities, nondiscriminatory assessment practices, strict confidentiality regarding disability information, and due process procedures. Under Section 504, colleges must provide reasonable accommodations and support services (e.g., academic adjustments, auxiliary aids) to ensure students with disabilities have equal access to programs and activities. Unlike IDEA, Section 504 explicitly applies to postsecondary education.
ADA Amendments Act (ADAAA) of 2009: This act significantly expanded the definition of 'disability' under the Americans with Disabilities Act (ADA) to ensure broader coverage and easier eligibility for individuals seeking accommodations. It clarified that a disability does not need to limit a major life activity 'severely' to be covered, and specified that mitigating measures (e.g., medication, assistive devices) should not be considered when determining if an impairment is a disability. The ADAAA updated language and principles were applied to Section 504 via conforming amendments, reinforcing and broadening its protections and scope in educational settings, including postsecondary institutions.
Note: It is important to remember that private schools and institutions in the U.S., especially those that do not receive federal funding, may have different levels of requirements and obligations regarding disability services than public institutions or federally funded entities. Students should always investigate the specific policies of private colleges.
Table 2. College "Success Stories"
Jonathan Mooney & David Cole (Learning Outside the Lines, 2000): These two individuals, both with LD/ADHD, chronicled their journey through Ivy League universities (Brown University), sharing practical tools and insights for academic success, self-advocacy, and leveraging unique learning styles. Their narrative emphasizes that learning differences can be strengths.
Michael Sandler (College Confidence with ADD, 2008): This book functions as a comprehensive manual for students with ADD, providing guidance and strategies from the initial college application process through achieving academic excellence and fostering social success in the college environment.
Christopher Lee & Rosemary Jackson (Faking It, 1992): This work, while not exclusively focused on college, explores the experiences of individuals with learning disabilities navigating various aspects of life, offering broader perspectives on coping and managing differences.
Pano Rodis, Andrew Garrod, & Lynn Boscardin (Learning Disabilities and Life Stories, 2001): This collection features the personal accounts and experiences of Brown University graduates with learning disabilities. These stories highlight the critical role of self-management strategies, recognizing and cultivating individual strengths, and embracing the diversity of learning styles in achieving success in higher education and beyond.
Table 3. Success Skills for College (as cited in the text)
Time management, organization, and test-taking strategies across multiple courses: These encompass a range of practical skills vital for college. Time management involves effective scheduling, prioritizing assignments, and breaking down large tasks. Organization includes maintaining notes, files, and academic materials systematically. Test-taking strategies cover active recall, practice tests, understanding exam formats, and managing test anxiety.
Tools and resources: References such as the Academic Tips site and related academic resources (Lagares & Connor, 2009) provide practical advice, templates, and guides for developing these essential skills. These online and physical resources often offer step-by-step approaches to common academic challenges.
Emphasis on explicit instruction in high school: It is crucial that high schools not only introduce these skills but provide direct, explicit instruction—meaning teaching them clearly and intentionally, rather than assuming students will pick them up incidentally. This instruction should be designed to map directly to college expectations, ensuring a smoother transition and equipping students with immediately applicable strategies for higher education.
Table 4. Strategies for Note-Taking in Classes With Dense Content
When content is particularly dense and fast-paced, effective note-taking is critical for comprehension and retention. The following acronyms provide structured approaches:
I SWAM: This strategy focuses on active engagement and environmental awareness during lectures:
I - Integrate: Students should actively integrate new information from the lecture with their previous notes and assigned readings, forming a cohesive understanding.
S - Sit: Strategic seating is important; sitting close to the teacher or the front of the classroom minimizes visual and auditory distractions.
W - Write: Students should write down key information, concepts, and illustrative examples. This could involve using abbreviations or symbols for brevity.
A - Analyze: Pay attention to both verbal cues (e.g.,