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Making the College Leap By Dr. Jennifer Zvi Since the 1980s, special education literature has recognized that academic deficits experienced by students with learning disabilities during the K-12 years persist into adulthood. These academic deficiencies follow students into post-secondary academic settings and vocational careers (Gerber et al. 1990, Raskind et al. 2003). Yet despite the persistence of specific learning disabilities, more students are continuing to further their education in post-secondary academic institutions. The purpose of this document (PDF) is to present information that will better prepare students with learning disabilities to make that leap from high school into the post-secondary educational environment. Within the post-secondary setting, it is apparent that many high school students with learning disabilities are not sufficiently prepared to handle the rigors of college. Although many of these students may have satisfactory high school grade point averages (GPAs), their basic skill levels in reading, writing, and math are not competitive with many of their non-disabled peers. Thus, enrollment in remedial math and English courses take place during the first year of college to raise performance levels to match non-disabled students. Often what separates students with learning disabilities from their non-disabled peers is the lack of study skills: how to study, when to study, and what to study. Further, students with learning disabilities often have difficulty knowing how to read for information and how to comprehend what they have read. In addition, students with disabilities focus on their areas of weakness rather than their areas of strength. At the post-secondary level, students are encouraged to become independent within the academic setting. An important sign of independence is the ability to understand one's learning disability and describe it in a succinct manner. It is important that students comprehend and articulate to their professors their areas of strength and weakness. In doing so, students become their own self-advocates. In order to be successful, certain attitudes and factors must be in place. Adequate and current documentation must be provided to receive services. The terms of learning differences, learning styles, and learning difficulties do not constitute a diagnosis and may not provide appropriate information to deem an individual eligible for services under Section 504 of the 1973 Rehabilitation Act, or protection under the 1990 Americans with Disabilities Act. Upon acquiring the information in this presentation, it would be presumed that students with learning disabilities who are planning to transition from high school into post-secondary education would be better prepared to make that leap. Disabled student offices in the post-secondary academic institution arena often have to provide to parents and prospective students information regarding transitioning from high school to college. This presentation attempts to provide the necessary information that results in adequate and realistic expectations to be relayed to prospective students and their families. Related links:
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