Shannon is also affiliated with the Rehabilitation Research and Training Center on Workplace Supports and Job Retention at VCU where she works to promote self-determination, academic success in postsecondary education and effective transition services for students with disabilities. Her research areas of interest include students with disabilities transitioning from high school to postsecondary education, identifying educational interventions that support students with learning disabilities in postsecondary education, and exploring assistive technology options for students with disabilities.

I am Dr. Sheldon Horowitz, Director of Professional Services at the National Center for Learning Disabilities, and I'll be the moderator of today's discussion. To those of you who have submitted questions in advance of today's chat, many thanks! As usual, we encourage everyone to send in questions and we'll try to respond to those that are most closely related to our discussion topic and of the broadest interest to our audience. (If you have questions unrelated to this topic, please feel free to send them to NCLD's Help Desk at This e-mail address is being protected from spam bots, you need JavaScript enabled to view it .) Let's now begin the discussion.

---

Question from Terri Lynn VanBeveren, Program Director, Discovery Learning Center:
    What are the three or four most important skills a high school student can develop to enable him/her to succeed at the college level?

Liz Getzel and Shannon McManus:
    Terri, This is an excellent question! First and foremost in developing skills necessary for success in college, students must be actively involved in the development and implementation in their IEPs. Students who understand the impact of their disability, the accommodations they need to be successful, and can articulate this information to others are critical skills. One of the major differences between high school and college is the responsibility for managing academic and accommodations rest solely on the student. From our experience, we see a large number of students who are not fully prepared to take on this level of responsibility. High school becomes a critical time to ensure that students are actively engaged in determining their transition goals and how to achieve these goals. We have listed below what we believe are the broad skill areas that students need in order to be well prepared for postsecondary settings.

1. Developing self-determination skills in terms of understanding disability, how the disability impacts learning, and being able to discuss areas that are challenging as well as areas of strength. Also important is being able to disclose the disability when appropriate.

2. Learning the strategies that are most effective to help compensate for the disability (e.g. time management skills, study skills, reading strategies, writing strategies, etc.).

3. Knowing what technology can help to compensate for the disability. Not only knowing about it but also how to use the technology before entering college in order for the student to be able to focus on the content in the classes instead focusing attention on learning how to use the technology.

4. Identifying needed resources, disability specific and general, and using those resources that help the students acemdically, personally, and financially. This is a very needed skill at the college level.

5. Understanding the general difference between high school and college (i.e. changes in laws, how to receive accommodations, changes in the academic environment- course load, less structure, less contact with faculty, more work done independently and outside of the classroom,etc.)

---

Question from Wilma Jones, parent of college freshman:
    What suggestions can you provide to help college parents know how involved they should be in their students class selection and planning processes? It is very difficult to transition from the annual IEP review meeting and planning for the upcoming year, to having no information or input to the planning process. I would like to have discussions with the student advisor, but do not want to overstep the boundaries. I know this is the time when he is learning to become independent, however, I still think it could be to his benefit to have parental involvement in the advising process.

Liz Getzel and Shannon McManus:
    Hi Wilma, We know how difficult it can be to involved with your son’s academic program in public school and then have everything change when he enters college. Colleges and universities are governed by specific regulations on what information they can share with parents. Written consent by the student is necessary when parents inquire about their son or daughter’s academic program. We would encourage you to consider discussing your son’s schedule with him and help him think through what works best for him. This will help him continue to develop his independent skills and learn how to manage his educational program. For example, are there times during the day that are better for him than others? Is he looking at how many classes he is taking and how this impacts his daily schedule? Is he looking at a class schedule that will require a great deal of reading"or can he take some classes with reading and others that will not involve as much reading? Has he explored priority registration as an accommodation with the Disability Support Services office"possibly helping him arrange his schedule that best matches his needs? Ultimately it will be you and your son who will decide if you will speak directly to an advisor. But we would encourage you to discuss his program of studies directly with him to help him build his own skills working with his advisor and other higher education staff on campus.

---

Question from Pamela Bundy, parent:
    How early do we need to start preparing? I have a son in 9th grade and would like to have a game plan for college. What might that game plan entail?

Liz Getzel and Shannon McManus:
    It is very important that transition planning begin as early as possible. IDEA 2004 requires that the IEP have a transition plan by the student's 16th birthday. We believe it still remains best practice to begin talking about and begin initial planning of post school goals at age 14. There are several good resources that provide suggested activities for students prior to high school and each year of high school to prepare students for college. Listed below are just a few of the resources available:

• Virginia’s College Guide for Students with Disabilities - Although this guidebook provides helpful information about Virginia colleges, it also contains a wealth of information about transitioning to college (e.g. information on the law, checklists for transitioning, questions to ask colleges, how parents can help, etc.).

• Virginia College Quest - an excellent website to help middle school and high school students with disabilities prepare for college. Again, it has been developed by professionals in Virginia but still provides general information about going to college for students with disabilities.

• Going to College - A successful college education for students with disabilities is the goal of this research-based book, which covers everything from college selection and application to classroom supports and accommodations.

It is important that planning for college include insuring students are taking the appropriate course work all through high school that will meet the academic requirements of colleges or universities they are interested in attending. Students need to be actively engaged in the transition planning process helping them to begin taking responsibility for their academic program, which will be an essential skill for college. Discussions about current students' testing and evaluations need to be discussed during IEP meetings early on (around 10th grade) to insure that the documentation of a disability meets what colleges are requiring. Exploring how technology can help students with learning is important, along with a good understanding of their disability and how it impacts their learning. Additionally students need to also understand the differences between secondary school and college in terms of their rights and responsibilities. We encourage you to review the resources we have listed to obtain more detailed information about transition planning for college. Thoughtful planning for college can greatly enhance the experience of transitioning to college and meeting the challenges in college.

---

Question from Dana Wallace, Teacher, Caroline County:
    As an elementary/middle school teacher, I feel it is important for students to begin to prepare before they get to high school. Although this discussion focuses on the transition from high school to college, what suggestions/recommendations do you make for those of us who teach lower grades? How should we help parents understand the importance of preparing students at this level?

Liz Getzel and Shannon McManus:
    We strongly agree with you about the need to begin preparing students for high school and beyond early in their educational experiences! There is a great deal of discussion around the country about working with students during the elementary and middle school years about learning more about their disability and how it impacts their learning. Our expertise does not fall in the elementary school age range, however, generally we believe that students with disabilities need to know early on what their strengths are and how they can learn"providing this information in very simple terms. We also believe that problem solving skills at a very early age is critical. In middle school, we would encourage students with disabilities to receive guidance on what courses they need to prepare them for high school and eventually postsecondary education. Courses could involve preparing them for postsecondary training programs, universities or colleges (2 and 4 year). Students could begin investigating how to save money for college and options for financial aid. The IEP should reflect a course of study needed for students to transition smoothly to high school and ultimately higher education. Students could begin a transition portfolio of important documents and work samples that may be helpful in college planning.

Assisting students to begin practicing self determination skills early on is so critical (beginning in elementary all the way through to high school). These skills could include choice making, problem solving, setting goals and learning how to break tasks down into steps to achieve their goals, learning about their strengths and encouraging the development of these strengths, and learning how accommodations or modifications work to help them learn and achieve what they need academically"especially exposing students to technology and how this can help them learn.

---

Question from Mary Heckman, parent LD 16 yr. old, freshman, Chambersburg School District, PA:
    Can you give any suggestions on how to start much needed transition planning for after high school? Also, I know IEP team is responsible for transition part of IEP, but who besides parent can facilitate getting needed info for transition? How do I research colleges that have learning support for child with learning disabilities? Who/how do I ask for a postsecondary evaluation for education & employment needs? I'm already looking at assistive tech for high school. Any help would be greatly appreciated. Mary

Liz Getzel and Shannon McManus:
    You have asked an important question that we hear frequently from parents. We have provided some resources and suggestions for transition planning in a previous question that we believe will provide you with the information you need concerning transition planning activities. You also ask about how to research colleges about the learning supports they could offer your child. It is important for your son or daughter to work with the IEP team to begin exploring college options. We encourage students to begin looking at colleges or universities based on their interests and how the college fits their personal needs"including the size of the student body, diversity of students, how far away from home, academic programs offered to reach career goals, etc. After getting an understanding of the different types of college environments and programs, students should also start looking at the supports provided to students with disabilities. A good place to begin is talking with individuals at the Disability Support Services offices on campus. We also encourage to students to meet with current students in college to gain a better perspective of the services and supports on campus. Often the DSS office has students who volunteer to talk with potential students about college and the demands of attending school. We encourage you to review the resources we have provided to gain further information about exploring colleges and working to find the right match for your child.

We think it is fantastic that you are already looking into assistive technology while your child is in high school. It is so critical to expose students to available technology that can help them in postsecondary education programs and employment. You asked us about who to contact for an evaluation for education and employment. This is something that needs to be discussed as part of your IEP meeting to review testing information to determine how up to date it is. Your child, you, and the IEP team, need to discuss potential resources that could be available if retesting is needed. The IEP team also needs to determine at what point it would be helpful to have a vocational rehabilitation staff member involved in your child’s transition planning process.

Additional Resources:

There are a couple of books available on the market to help with learning what supports are available at various colleges:

Colleges for Students with Learning Disabilities or ADD (7th ed.)
• Published by Peterson’s/Thomsons, this is a comprehensive guide to 2- and 4-year colleges and universities offering special services for students with learning disabilities.

K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder
•Published by Random House, this is a comprehensive college guidebook for students with learning disabilities containing information on program’s admission requirements and graduation policies.

Virginia’s College Guide for Students with Disabilities
•Provides helpful information about Virginia colleges as well as a wealth of information about transitioning to college (e.g. information on the law, checklists for transitioning, questions to ask colleges, how parents can help, etc.).

---

Question from Mercedes Merriam, White Oak MS:
    What supports are given to LD students who have been accepted to college? If they are not given any support, what can LD students do within their college to access that support?

Liz Getzel and Shannon McManus:
    The first step a student with a learning disability should take is to contact the legal entity on campus who determines appropriate accommodations. We have referred throughout this discussion to this office as the Disability Support Services office but please note that colleges and universities may call this person/office by a different name. The next step is for the student to find the different supports and resources available on campus for students with disabilities as well as for all students. For example time management classes that may be offered through a counseling center, writing centers, tutoring services or peer mentor programs. Some universities and colleges are developing programs that offer additional supports in conjunction with their DSS office. It is helpful to inquire through the DSS office whether there are these types of programs on campus.

---

Question from Cindy Mark, Parent:
    If a student had a modified schedule to accommodate their learning disability, how do you explain that on your college application?

Liz Getzel and Shannon McManus:
    Hi Cindy, When applying for college, students with disabilities are not required to disclose during the application process. Disclosing during the application process is a personal decision. Some students do decide to self-disclose as part of their essay as a means to explain discrepancies in grades and standardized test scores. It is important that the essay focus on such areas as the students’ academic strengths, college preparatory program, coping skills, motivation, etc. In general, college essays or letters are used to provide college admission officers a more personal side or picture of the applicant. Decisions about what information a student with a disability shares should be thoroughly considered.

---

Question from Glenn Young, independent LD consultant:
    Can you explain the lastest changes, if any in requirements for diagnostic testing to prove the disability status? In addition, could you please talk about how the new changes in IDEA can impact students' transition to college and their maintaining their status as LD? Thanks

Liz Getzel and Shannon McManus:
    Hi Glenn, This is a very good question and one that is difficult to answer at this point in time! We know that the National Association on Higher Education And Disability (AHEAD) has removed the documentation guidelines for learning disabilities from its web site. It is currently in the process of updating those guidelines to meet current practice in higher education and services for students with disabilities. There is a great deal of discussion nationally about IDEA 2004 and the impact it will have on students with learning disabilities. At this point, until the regulations are issued by the federal government "we will have to wait to see what changes will occur. For more information, please see the AHEAD website at www.ahead.org.

---

Question from Jacquelyn Coyne, Parent, Ohio:
    How current does the neuropsychological testing need to be prior to entering college-will testing results in the tenth grade, age 16 years old be current enough?

Liz Getzel and Shannon McManus:
    Hi Jacquelyn, Your question is at the heart of the postsecondary documentation question that most parents ask. It is difficult to directly answer how current is current when talking about testing for documentation purposes. Colleges and universities establish their own documentation requirements. Even universities within the same regional area can differ widely in what they require. It is critical to explore the documentation requirements of universities or colleges that a student is considering. Often these requirements are on the university's website; however it is also suggested that the disability support services office is contacted for more detailed information. What is critical is how the specific university defines current and that is what you need to explore.

Here is an excellent resource for knowing what a student’s rights and responsibilities are in higher education: www.ed.gov/ocr/transition.html.

---

Question from Andrea Williams, Elementary Education Teacher, Substitute @ presentm, SUNY Cortland Grad.Student:
    If a child has a 504 accomodation plan; how can that carry over (or does it) into the college setting?

Liz Getzel and Shannon McManus:
    Hi Andrea, We want to make sure that you refer to questions we have answered concerning documentation for formally requesting accommodations at the postsecondary level. The previous questions ask specifically about the use of an IEP for documentation and our answers to these questions also pertain to someone on a 504 plan. An IEP or 504 plan is generally not viewed as sufficient documentation by colleges and universities when requesting accommodations. They are typically used to provide further background information about the student. The reason that IEPs & 504 plans are not generally accepted as documentation is that postsecondary education present different demands than in high school and what a student might need to meet these new demands could be different. Therefore, colleges and universities have set specific guidelines on what information is necessary to determine appropriate accommodations at the college level.

---

Question from Donna Curtin:
    Question: What rights are available to SPED students when they attend college, is it better to have the needed supports for college as listed items in their Senior Year IEP when they graduate from HS and before they attend college, or can you wait until they start college?

Liz Getzel and Shannon McManus:
    We are so glad you asked this question because there tends to be some confusion about the rights of students in high school verses college. In high school, accommodations or modifications are an "entitlement" under IDEA. When students with disabilities enter college, they are under the Americans with Disabilities Act (ADA) and as a result must be "eligible" to receive accommodations. Accommodations in college are provided to ensure equal access to educational programs and activities not to guarantee academic success.

Putting the needed supports on the IEP can help give additional information to the Disability Support Services Office/Coordinator. Keep in mind that even if these are listed on the IEP, there is no guarantee that they will be given at the college level. Accommodations are usually based on the documentation (i.e. neuropsychological report) and the demands of the postsecondary setting.

Transition planning for college should include understanding the documentation requirements at the colleges the student is thinking about attending to ensure that once they are accepted to a specific college they can begin the self-identification process. Students with disabilities are not required to self-disclose a disability during the application process; however, once he or she is accepted to a college, it is the student that must self-identify to receive accommodations. Students can contact the disability support services office on campus prior to starting college for example if a student is accepted to a college in April or May, it is a good idea to contact the DSS Office to begin the self-identification process. This can be particularly important if a student is requesting accommodations during placement testing. Although we highly recommend that students utilize accommodations that they are eligible for, it is ultimately a student’s decision to disclose and obtain accommodations. A university or college does not provide accommodations until a student initiates the self-identification process.

Here are the steps that generally take place for students to receive accommodations on campus once they are accepted. This can vary from campus to campus so make sure that you check what the policy is at a specific school:

1.Students contact the Disability Support Services Office or the entity on campus designated to serve students with disabilities to begin the accommodation process.

2. Students provide the appropriate documentation to the DSS Office as specified by the university.

3. The DSS Office reviews the documentation and determines eligibility of services.

4. If the student is determined eligible for services, the DSS Office provides an accommodation letter to the student. The letter will state that the student is a registered student in the office. This letter will not provide specific information about the disability but will provide information on what accommodations should be provided.

5. The student is responsible for giving this letter to each faculty member to receive accommodations in each course.

6. Faculty implement accommodations as specified in the letter.

7. If students believe they are not receiving the accommodations from a professor, they are encouraged to contact the DSS Office to resolve any disputes.

---

Dr. Sheldon Horowitz (Moderator):
    For those of you who want to learn more about Section 504 and Education of Children with Disabilities in Elementary and Secondary School Settings, here are a few additional resources:

1. NCLD's Advocacy Center

2. an online archive of an April 5 Webcast of the Ohio State University P-12 Project (You will need to download the latest version of RealPlayer at www.real.com. Remember to download the free version.)

3. NCLD's Fact Sheet, Being Your Own Advocate

---

Question from Shavon Desmond , Parent, tutor:
    If there is no IEP how do we get the colleges to implement the modifications needed for students to succeed? Can students that need modifications take regular credit classes? Do they need to meet the current requirements of reading levels etc?

Liz Getzel and Shannon McManus:
    College students with learning disabilities take the same classes as their peers without disabilities. The difference is that they may use accommodations in those classes (please see the previous questions and answers regarding accommodations in college). Accommodations are based on each individual but typical accommodations include priority registration, extended time on exams, note takers, testing in a limited distraction room, textbooks in alternate format, scribes, etc. Students will be required to meet the requirements of each course in college. Again, they may do so using accommodations if this has been established by the Disability Support Services Office. For example, if a student has a reading disability, he or she may use books on tape or text-to-speech software to read his/her textbooks.

---

Question from Karen Potoka, School Psychologist, Mariemont City Schools:
    With current federal law, students no longer need to have standardized testing done at each three year re-evaluation. Although the High School Team may not feel that it is necessary to repeat standardized tests (IQ, achievement) during High School, is there a requirement for Colleges to have current test scores for IQ and achievment and what is considered current? Does "current" vary from college to college? How "current" does standardized testing need to be in order to get accommodations on ACT, PSAT, SAT tests during the high school years---or is being on a current(effective that year) IEP documentation the only thing that testing organizations and colleges require?

Liz Getzel and Shannon McManus:
    Hi Karen, Concerning ACT, PSAT, & SAT requirements, you & your son or daughter need to work closely with your guidance counselor to submit the appropriate documentation that each testing organization requires. The guidelines for submitting a request for accommodation is described on their websites. It is important to submit well enough ahead of time to allow for the time it takes for these testing organizations to review and determine eligibility. In response to your question about an IEP being the only thing a college requires - it generally is not considered sufficient documentation of a disability but can be used to provide a college further background information about your son or daughter. Colleges and universities may vary in their documentation requirements so it is important to contact the Disability Support Services Office at each college. Usually, this information is listed on a college's website.

---

Question from Arthur Ziering, LD Parent:
    My son has difficulty with foreign languages and has had this requirement waived on his IEP. How will this affect his ability to enter college? Many colleges require a foreign language as an entrance requirement.

Liz Getzel and Shannon McManus:
    Hi Arthur, You’ve asked a very important question. We have found that colleges vary widely on foreign language requirements. This requirement can depend on what the school’s mission is and how competitive their academic programs are. By waiving the language requirement, it could limit the number of colleges your son is eligible to attend. However, the most important thing you need to keep in mind is what your son’s potential career goals and what postsecondary program would best meet these goals. It will be a matter of your son carefully looking at postsecondary programs and determining the best match for him.

---

Question from Julie Hamilton, MPA, parent Collier County School System:
    My son is a an LD student, receptive langauage disorder, and we are dealing with the foreign language requirement for acceptance into the Florida univeristy system. (2 years of a foreign language are required) It is becoming apparent that the aquisition of a foreign language has the potential to be a huge barrier for admission to college. He has failed Spanish I this year, and will attempt it again next. In addtion to the struggle with learning a foreign language, the failing grades bring down his GPA, also affecting his college applications. His disorder results in numerous communication difficulties in English, let alone Spanish. The research I have found, primarily addresses the foreign language requirement, once the LD student is in college, not the LD student in high school preparing to transition. Do you have any insight, suggestions, or research to refer me to as we plan for his sophomore IEP? Thank-you. Julie Hamilton, MPA

Liz Getzel and Shannon McManus:
    Julie, We know that it is important that IEP team members, especially teachers and guidance counselors, ensure that students are taking the course work necessary to compete in the college application process. Foreign language requirements must be carefully considered by your son, you, and the IEP team. As we mentioned in another question, colleges vary widely on foreign language requirements therefore decisions on secondary foreign language coursework must be carefully weighed with your son's potential career goals and the type of postsecondary program that would best meet these goals. A reference that we have used when talking to families, secondary education personnel, etc. is Joseph Madaus, 2003. He has suggested that the following questions be asked of college admission offices about their foreign language requirements:

1. Is high school foreign language required for admissions? How many years or units are required?

2. If a certain number of secondary units are required, does the university have a policy on waiving these requirements for students with disabilities, in particular students with learning disabilities?

3. If a foreign language is not a requirement for admissions, does the college prefer that a language be taken in high school?

Julie, it is not too soon in your son's IEP process to begin a more thorough exploration of foreign language requirements at the colleges or universities that he is now potentially considering. Part of his IEP could be to contact university admission offices along with the disability support services offices on each campus to discuss more in-depth about foreign language requirements perhaps using the questions above as a guide. For more information, please see the following:

Maudus, J.W. (2003). "What High School Students with Learning Disabilities Need to Know About College Foreign Language Requirements." Teaching Exceptional Children, 36(2), 62-66.

---

Question from Cathy Rikhye, Director, District 75 Office of Inclusive Education:
    While students with LD may have managed to graduate from their HS programs, some need a great deal of additional training in managing executive functions, meaningful participating in lectures and management of substantial reading in college. Where can they access this kind of training once they are in college and submerged in and by the work?

Liz Getzel and Shannon McManus:
    This question is so important to helping students stay in college. Ideally learning of how to apply the skills of managing executive functions and the other skills that you mention in college should begin with students as early as possible in their middle and high school years. It is important when researching colleges to find out what resources each college offers for students with and without disabilities. This can help guide you in choosing a college that best meets your student’s needs. We have seen from our experience that the lack of these skills creates great difficulties for students once in college. Universities and colleges are beginning to offer programs to help all students strengthen these skills to enable students to remain in school. Counseling centers often offer sessions on study skills, time management, or organizational skills. Disability Support Services offices on college and university campuses can also connect students to supports on campus and may provide assistance through one-on-one sessions or group sessions. Universities and colleges are also beginning to explore developing programs in conjunction with the DSS office to provide more intensive services for students. We are involved in such a program at VCU where we work with students to identify skills and strategies to meet the demands of the college environment.

---

Question from Beth Voystock, Advocate, Harrisburg, PA:
    Is it appropriate for a another person to advocate for a learning disabled student, if the 18 year old student feels uncomfortalble asking for a particular accommodation in college? The student is unable to get her accounting study guide in alternate format for her freshman yr. at her private college. The publisher offered to give a copy of the book to the school to scan. This would involve the student or other person asking the school to possible purchase a high speed scanner & Kurzweil 3000. All her reading & writing is done on the laptop using a text to speech program, so she can hear what she reads.Is this an appropriate request? The only alternative without cost would be a volunteer reader.

Liz Getzel and Shannon McManus:
    One major issue that we have encountered in our work with college students with disabilities is helping students learn how to navigate the accommodation process in college. Once a student enters college, the responsibility for advocating for needed accommodations falls totally on the student. Students must identify their need for accommodations to the university or college through the documentation process. Universities and colleges must work to ensure equal access to educational programs and activities. This could mean that students may not get his or her requested accommodations, but those received must be effective. Therefore, the university or college may determine that a high speed scanner is not an effective accommodation, but offer other means for the student to access her accounting study guide.

It is difficult to determine from your question if the student has gone through the formal accommodation process on her campus. She needs to be working with the designated person or office on her campus that works with students with disabilities. The student and the DSS staff can then work together to determine the effective accommodations that will enable her access to her course work. Another accommodation that may be deemed appropriate are books on tape. The DSS office may have an institutional membership to the Recordings for the Blind and Dyslexic (RFB&D) which will enable them to submit a request for a book on tape or CD. Students can also apply for an individual membership. For information about RFB&D, please see the following website: www.rfbd.org

Keep in mind that when requesting such an accommodation, it takes time to get it in this format so make sure you request this accommodation prior to the beginning of classes or as soon as possible. The DSS office may also have contacts to the publishers and may be able to get the study guide in an electronic format. Unless the study guide was developed a while ago, chances are it is in an electronic format. It's a matter of perseverance and locating the right person to talk to at the publishing office who knows about the book being in electronic format for individuals with disabilities.

---

Question from A Parent writes:
    As parents of a learning disbled college freshman we have found some of the transitions from high school to college problematic--particularly in terms of the added level of self-advocacy required of our student to ensure appropriate accomodations are provided and that there is coherence and continuity across his classes in their provision. (A role that we could facillitate while he was in high school.) At the same time, our student does not always want to self-identify as learning disabled, reduce his courseload, or outwardly acknowledge the added struggles that he faces.

1. What advice do you have for encouraging him to seek appropriate accomodations in a way that does not stigmatize him.

2. As he goes out into the world of work and internships, what should he disclose to potential employers about his disabilities, which include subtle but significant non-verbal learning issues and manifest themselves in tasks such as spelling, in particular?

Liz Getzel and Shannon McManus:
    It can be a difficult decision for students with learning disabilities to self-identify. Students often don’'t disclose because of the fear of being judged, being held to a different standard, and simply not wanting to be "different." Recognizing and acknowledging the reasons why your son does not want to disclose is a good first step to take. Another step is to encourage your son to talk to a peer with a similar disability who is a self-advocate. This could possibly be facilitated through the Disability Support Services Office. An alternative is to go to a website such as www.vacollegequest.org/mentor/mentor.shtml, which contains personal perspectives from college students with disabilities.

Our program at VCU, ACE ITT!, provides additional supports for students with disabilities such as helping students develop compensatory strategies, explore technology, and connect to campus and community resources. We work closely with the Disability Support Services Office who is the only legal entity on campus who can determine accommodations. What we do in our ACE IT! program to encourage students to self-identify is to go through the accommodation process so the student has a good understanding of the process and knows what to expect. We talk about why the student is not disclosing, discuss how accommodations level the playing field and give access to the education (just as ramps give access to buildings), discuss various ways to disclose, and role play how to approach faculty with the accommodation letter. We often talk to students about going to the DSS office and just talking to the coordinator to get more information. We state that this is not an obligation for getting accommodations. Often the first step is the hardest.

In the workforce, your son should consider if he will need accommodations to complete his workload. If he will, he will need to disclose his disability in order to receive needed accommodations. Knowing his rights under the Americans with Disabilities Act is very important.

We would like to provide you with resources for you to review that goes into further detail about self-identification on the job and during internship experiences.

1. Career Opportunities for Students with Disabilities located at www.cosdonline.org.

2. Going to College: Expanding Opportunities for People with Disabilities:
• Chapter 8 Strategies for Students with Hidden Disabilities in Professional School.
• Chapter 14 Internships and Field Experiences.
• Chapter 15 Career Planning and Placement.

3. Disclosure Decisions to Get the Job - developed by our program to help guide individuals with disabilities with the disclosure decision on the job: www.worksupport.com/resources/viewContent.cfm/585

---

Question from Bracinda Blum, High School Resource Teacher, Woodbine High School:
    What can students with a significant reading disability do for scan/read software and computer assess if a trade school dosen't have it available? I have some students that are very well versed in this type of technology and they like the ability to be very independent using this technology, but they don't have the money to buy it for their own use outside of high school. I realize that they can have someone read it to them, but this is an accomodation this is very demeaning to someone who has worked very hard to be independent, but is dependent on this technology. (Voc Rehab. has no money for this at this time) What can they do? Am I giving students training in technology that is not going to be of use to them later in life?

Liz Getzel and Shannon McManus:
    It is absolutely fantastic that you are exploring technology with your students. Using technology can help students utilize their strengths and help to show what they know instead of the effects of the disability. Knowing about technology before entering college, utilizing it during college, and using it in the workforce can be very beneficial for individuals with learning disabilities. Here are some options for you to explore to deal with the funding issue of technology:

Free text-to-speech software
• Although this software does not have optical character recognition (OCR) -- meaning you can't take something in hardcopy and turn it into an electronic document - it does have the ability to read electronic data using a computerized voice. Plus it's free! Keep in mind that most documents today are in electronic form. It's a matter of locating them in that format. If it's a book you need in electronic format, you can even contact the publishers to possibly get it.
• Remember, since it is free it's not going to have all the bells and whistles of the software you have to purchase.
• Not only is this type of technology an excellent tool for reading electronic information, it is also a fantastic tool for proofreading.
• For more information on free text-to-speech software, go to: www.readplease.com

Affordable Scan & Read Software
• Premiere Technology's mission is to sell affordable technology. We have not evaluated their Scan & Read Pro yet but wanted you to be aware that it is available at a very reasonable cost. www.premier-programming.com/snrp/SNR_PRO.htm

Student Discount
• Contact the company that sells the software you are interested in purchasing. Find out if they offer student discounts.

Low interest loans for individuals with disabilities
• Virginia's Assistive Technology Loan Fund Authority (ATLFA) provides qualified Virginian’s with disabilities with low interest loans so they can purchase technology and equipment.
• Many states offer similar assistance with purchasing technology. To find out what your state offers, go to: www.resna.org/AFTAP/state/index.html

---

Dr. Sheldon Horowitz (Moderator):
    Another resource about technology is Post-ITT. (Post-ITT is an acronym for Postsecondary Innovative Transition Technology.) Post-ITT uses the Internet to provide information and resources to high school students with disabilities considering college and to those who support them. In addition to college specific information, Post-ITT has student activities and related resources that are essential to college success. Topics mentioned on this web site include self-advocacy, assistive technology, planning and applying to college, accessing disability and adult human support services.

---

Question from Caroline Purviance:
    How can a student cope with a college's requirement for transfer to a four year university due to a higher math score than she can achieve. This may hold back the student who excels in every other subject. Math is her learning disability. Will she get stuck in Junior College forever?

Liz Getzel and Shannon McManus:
    Caroline, We feel to more fully answer your question, we would need further information regarding the student and the specific math problems she is experiencing. We are providing some suggestions below that will hopefully guide you and the student. We suggest:

1. The student fully use all of her accommodations in her math class.

2. The student explore using a tutor and/or study group.

3. The student balance her course load so that she can devote more of her attention on math. She may also want to consider taking a reduced course load while she is completing the math course.

4. The student consider talking with the disability support services coordinator to find faculty who teach the math course and whose teaching style matches the students learning style.

5. The student explore assistive technology to help compensate for the disability for example a talking calculator.

6. The student consider disclosing disability on her admissions essay. Students are not required to disclose disability on the admissions essay but some students choose to do so. This is a very personal decision that the student must make. But some students self-disclose as part of their application essay to demonstrate what they have accomplished; others use the essay as a means to explain discrepancies in grades. It is important to remember that you want to focus on strengths such as on areas of student academic skills, coping skills, motivation, and maturity. In your particular instance, the essay could help admission personnel understand why there is a lower math grade but again it is a personal decision on the part of the student and must be weighed carefully.

7. The student explore the policies the university has on conditional admittance.

---

Question from Carolyn Martin, Special Needs Coordinator, The Indiana Partnerships Center:
    What questions should parents and students with mild to moderate cognitive disabilities ask a college or university during the selection process?

Liz Getzel and Shannon McManus:
    Hi Carolyn, We would encourage young adults and their families to ask a series of questions concerning the college or university they are considering. The questions below can serve as guidelines when reviewing college information or visiting a college or university:

1. Campus climate: Is the campus atmosphere generally accepting of students with learning differences? Are students encouraged to participate fully in a variety of campus activities?

2. Program philosophy: Does the college offer a specialized area of emphasis associated with services? Or are supports offered as part of the college's overall program?

3. Academic accommodations: What types of services are typically provided to students with disabilities on campus?

4. Student support activities or groups: Are there ongoing supports that meet to talk about issues or concerns related to the experience of students with disabilities on campus? Are there student mentoring programs to help student feel connected with other students with disabilities on campus?

It is important that any college or university that is being considered match the students' interests and needs. Does the student want to attend a large or small college (public or private)? Is diversity of the student population important? Is the school designed to specially teach students with disabilities or is it a public institution where services are provided as part of the overall university or college program?

---

Question from Naomi Weiss, Parent and Cherry Hill Special Education PTA Board, Cherry Hill School District:
    What types of excellent transition strategies, accommodations and modifications should high schools be implementing for students with Nonverbal Learning Disability,Communication Disorders,LD and Aspergers starting in Freshman year, which would present practice or training of the appropriate skills needed for successful transition to college in the areas of self-advocacy, navigating a campus, listening, note-taking, studying, socializing (getting along with a roommate)and using initiate so that these students can be successful in the high school environment, which would translate to success in a postsecondary school enviornment. Please be specific.

Liz Getzel and Shannon McManus:
    Hi Naomi, Thanks for your question. We have discussed transition planning ideas in other questions we have received, so we encourage you to review our responses already provided. In response to your question about transition skills related to self-advocacy, navigating a campus, getting along with roommates, etc, we would encourage students and their families to explore colleges and universities that offer summer college preparation programs for students interested in going to college. There are schools that offer week-long programs (or longer) that deal with these very issues for high school students. The program is not geared for students interested in their specific school, but are designed to assist students to learn more about how to meet the demands of college environments. To find out about programs in your area, please see the following resource: http://www.heath.gwu.edu/PDFs/Summer%20Precollege%202006.pdf.

We also encourage students to learn self determination skills while in high school. One potential resource for you to review is the book "Going to College: Expanding Opportunities for People with Disabilities." Chapter 3 in this book discussing self determination and the transition to postsecondary education"and provides suggestions and strategies for high school students as they prepare for postsecondary education.

---

Question from Bridget, mother of a high school senior with an auditory processing dysfunction:
    How can we deal with friends and relatives who demonstrate doubt, reservation, and incredulous attitudes when presented with the possibility that the student in question plans on furthering their education at the college level.

Liz Getzel and Shannon McManus:
    It is an unfortunate reality that many people in our society are not educated about and do not understand learning disabilities. One way of dealing with their attitudes regarding learning disabilities is to use it as an educational opportunity. Explain that people with learning disabilities have average to above average IQ but process information differently. Inform them that there are many successful people with learning disabilities - Charles Schwab, John Irving, Cher, Patrick Dempsey, are just a few! For more information on successful people with learning disabilities, go to www.schwablearning.org/articles.asp?r=258&f=relatedlink

In addition, colleges and universities are providing educational opportunities for diverse learners and students with learning disabilities are among these individuals currently attending college. What is most important is not that these friends and relatives believe in your son’s ability but that your son realizes all of his strengths and potential. Having encouraging parents provides a wonderful support for your son that will help him throughout his college experience.

---

Question from Tara Holladay, Teacher, Hanover County:
    Time management is a huge problem for many students entering college. Are there classes or programs to give students needed skills to organize and manage their time wisely? Along the same lines, how do you prepare students to deal with stress management?

Liz Getzel and Shannon McManus:
    Hi Tara, Thanks for your question. You are right that time management is a critical skill for students entering college -- along with stress management. Once students are in college, there are some entities on campus that often provide classes on these topics. They can be offered through a counseling center or a disability support services office, depending on how these services are provided on campus. Also, some colleges offer summer orientation programs that help with developing these skill and/or provide information regarding the resources available on campus.

We have suggested that self-determination strategies are an excellent way to help students gain skills in self assessing what they need, and learning how to use problem solving strategies to locate information, resources, or programs to assist them. We encourage you to review our responses to other questions that have been raised about these very important skills needed by students in postsecondary environments.

Here are some time management and stress management resources for you to explore:

JMU Learning Toolbox

Muskingum College Learning Strategies Database

---

Question from Teresa, parent:
    With all the focus on honors, foreign language, and AP classes for college prep, how does an LD student prepare for the increasing competition for university slots when she not on the higher level class track? As a parent of a 9th grader who is on the honor roll but still struggles with low level basic skills, I was very discouraged when I attended a meeting at her high school concerning college preparation. They made it sound like if your child didn't take these upper level classes she will not have a chance against those that do.

Liz Getzel and Shannon McManus:
    Hi Teresa, We think it is important for your daughter, you, and your IEP team to begin thinking and planning what postsecondary education options best meet your daughter’s interests and needs. It is important that your daughter not limit her search for the right higher education program. There are numerous postsecondary program options and she needs to carefully consider what programs are offered, geographic location, campus size, and what disability support services are provided. It is also very important that your daughter’s guidance counselor be involved in her IEP team. Considerations about what classes she will take are very important as she moves through high school. We have provided a number of responses to other questions concerning questions and strategies to use during the college selection process. We encourage you to review these responses. We believe that it is important for your daughter to understand her strengths and potential, and to continue taking classes that help her reach her fulfill her potential. She needs to be actively engaged in the IEP planning process as she determines her transition from high school to college.

---

Question from Anne Collins, parent 16 year old:
    You have mention that the sooner the child understands his/her learning difference the better they are able to cope and plan for the future. Can we expect his/her school advisor the coach them what their strengths and weaknesses are? My experience thus far is the faculty is focusing on his weaknesses. I would love to have a connection at his school meet with him to explain what his learning differences are and how to work with them in a positive manner. Are high schools ready to help these kids prepare themselves and who should they be talking to?

Liz Getzel and Shannon McManus:
    Hi Ann, This is an excellent point. It is critical for your son to understand his strengths. Often educators are focused on areas of weakness and what remediation is needed to meet education goals. You and your son need to initiate discussion about his strengths during IEP meetings. We believe that this is a wonderful way to start a meeting to discuss all the abilities and interests and then proceed into how the strengths can be used to compensate for areas of difficulty.

Another suggestion is to find a mentor with a learning disability for you son. You can ask your IEP team for assistance in locating college students with learning disabilities who have recently graduated from the high school. Another suggestion is a project that we have heard about called Project Eye-to-Eye which has been initiated in several states. The project was developed by Jonathan Mooney who has a learning disability and is nationally known for his writings and work in this area. Here are two resources for you to explore:

1. Learning Outside the Lines : Two Ivy League Students with Learning Disabilities and ADHD Give You The Tools For Academic Success and Educational Revolution by Mooney & Cole.

2. Project Eye-to-Eye

---

Question from Liz Lahm, Director, WATI:
    There has been a lot of discussion in Wisconsin about assistive technology in the postsecondary education setting. I'm interested in what others are saying/doing to prepare kids in middle and high school to select appropriate AT and learn how to use it well before they transition into postsecondary education. Has anyone developed a skills checklist that students can use to guide their selection prior to college?

Liz Getzel and Shannon McManus:
    Hi Liz, You have asked a very important question and one that we are also trying to locate information on as well. We have not seen a specific checklist helping students to select appropriate AT. We know this is such a critical need based on our experiences working with college students. They have very little awareness or exposure to AT and are not fully aware of features on their computers that can also be helpful.

SchwabLearning.org offers an excellent resource on assistive technology. This resource gives information to students and families on selecting assistive technology.

---

Question from Dr. Sheldon Horowitz:
    A Student Summary of Performance (SOP) is required under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). This document is supposed to serve as summary of the child’s academic achievement and functional performance, including recommendations on how to assist the child in meeting the child’s postsecondary goals. That said, we know that these recommendations are not sufficient to ensure that students who qualify for special education in high school will automatically qualify for services in postsecondary settings. Your thoughts?

Liz Getzel and Shannon McManus:
    We anticipate that the regulations will probably provide limited guidance about the summary of performance document. The summary of performance will vary among states depending on how each state determines the depth of information a summary of performance will include. Because we are still into the early stages of implementing IDEA 2004, it is important young adults and their families understand how to use the summary of performance after high school. In particular, the IEP team needs to work with the student to understand what documentation requirements are necessary to receive accommodations at college. The summary of performance can provide a wealth of information about students; however, it is likely that it will not be sufficient for documentation purposes.

---

Question from Dr. Sheldon Horowitz:
    In addition you your recent "Going to College" publication, are there any other publications you would recomend to parents and school personnel about making sucessful transition from HS to the post-secondary years?

Liz Getzel and Shannon McManus:
    We believe that the two books below are helpful resources for transition planning: Transition Education and Services for Students with Disabilities (4th Edition) by Patricia L. Sitlington, Gary M. Clark Life Beyond the Classroom: Transition Strategies for Young People with Disabilities by Paul Wehman (4th edition will be out in 2006)

---

Dr. Sheldon Horowitz (Moderator):
    As mentioned earlier, a helpful resource on the topic of post-secondary transition is Virginia College Quest, a web site devoted to information and resources to help students with disabilities plan for and succeed in college. Included are links to information about Summary of Performance (required for graduating HS students under IDEA 2004), a Virginia DOE Guide to College for Students with Disabilities, and a Basic Information & Skills Checklist. Visit http://www.vacollegequest.org for more information.

---

Dr. Sheldon Horowitz (Moderator):
    The hour is up and we need to bring this LDTalk to a close. Thank you to everyone who submitted questions and to all who joined in and followed the discussion.

A very special thanks to Liz and Shannon for sharing their expertise with us. A transcript of today's chat will be available at www.LDTalk.org very soon.

I invite you to learn more about the Going to College text and visiting NCLD's Living with LD Web site devoted exclusively to adolescents and adults with LD.

Please be sure to visit NCLD's Web site, www.LD.org, for information about upcoming events, including the 2006 calendar for LDTalk.

I would like to invite each of you to help NCLD become your "go to" place on the Web for information and resources on learning disabilities. Here's how:

> Become a FRIEND of the National Center for Learning Disabilities to receive valuable benefits;

> Sign up for free subscriptions to our monthly LD News and Get Ready to Read! Newsletters.

> Join NCLD's Legislative Action E-List to get important legislative updates and help our advocacy efforts.

---