Independence, initiative, and responsibility are necessary for any student to transition successfully from high school to college. Those attributes are even more important for students with learning disabilities, who must work harder to get the accommodations that helped them succeed in high school.
“If you’re struggling in college and need services, you have to take the initiative,” says Lawrence Kloth, co-founder of Reading Success Plus. “That’s the difference between high school and college. Colleges can provide services, but you have to start the process yourself. They’re not going to do it for you.”
Most post-secondary institutions such as colleges, universities and trade schools offer many of the same services available in high school – audio texts, additional time to complete work, a note taker or reader, and assistive devices, for example. But it’s the responsibility of the student, not the school, to initiate such services. Help is there, but the student has to seek it out.
504 plans available, but not IEPs
In K-12 education, students with learning disabilities are entitled to support under the federal Individuals with Disabilities Education Act (IDEA), which requires schools that receive federal funds to offer individual education plans, or IEPs, and Section 504 of the Rehabilitation Act of 1973, an anti-discrimination law that established 504 plans. Schools also are covered by the he Americans with Disabilities Act of 1990 (ADA).
IEPs outline a comprehensive, individualized education plan that can include specialized instruction, accommodations, and services such as speech therapy. A 504 plan could provide many of the same accommodations, but it would not include specialized instruction. The 504 plan aims to remove barriers so a student with a disability can better learn alongside their peers. IEPs require detailed evaluations, and the student must have at least one of 13 recognized disabilities. The 504 plans have a broader definition of disability and can include such conditions as ADHD and anxiety.
“The law that requires IEPs does not apply to colleges,” Lawrence says. “That’s a big deal. If you had an IEP for K through 12, that makes no difference in college.”
However, the Rehabilitation Act and Section 504 apply to colleges that receive federal funding, which is the great majority of schools. Protections under the ADA also continue. So, while the IEP is gone, extensive support still is available. But you have to ask.
“That’s why I recommend self-advocacy starting in high school,” Lawrence says. “So you get used to it.
“Universities aren’t in the business of failing students. They want you to succeed. But it’s on you.”
Make your case
Not only is the student responsible for telling the school about their disability, but they must also be prepared to prove it.
“You just can’t say, ‘Oh, I have it,’” Lawrence says. “You have to show proof that you have that learning disability, which means testing with a psychologist. Schools can’t do those tests.”
Some colleges might offer such testing, so that can be an option, although the student usually has to pay for it.
The results of those tests are recognized for three to five years, Lawrence says, so he recommends that students considering college be tested in their sophomore or junior year of high school. That will put them in that three-to-five-year time frame when they start college. Then, take the test results to the college’s disabilities office.
Lawrence, who has dyslexia, dysgraphia, dyscalculia, and ADHD, went through this process as a student at Hope College and when he attended summer classes at Grand Rapids Community College. He recalls meeting with all of his instructors each semester.
“When I went to Hope, I met with each individual professor, saying I have these disabilities and need these accommodations. I met with the learning disabilities office. And when you do that early in the semester, they’re usually very accommodating. I did the same thing at GRCC, and they were very helpful.”
What accommodations are available?
Because there are no IEPs in college, students won’t get individualized learning plans that they may have gotten in high school. But colleges that take federal funds must follow Section 504, which means they must offer accommodations. According to the U.S. Department of Education, “A public entity shall furnish appropriate auxiliary aids and services where necessary to afford an individual with a disability an equal opportunity to participate in, and enjoy the benefits of, a service, program, or activity conducted by a public entity.”
Those auxiliary aids, or accommodations, can include:
- Audio versions of texts
- Notetakers, interpreters, and readers
- Additional time for tests
- Videotext displays
- Electronic readers
- Braille calculators, printers, or typewriters
- Assistive listening devices
- Assistive listening systems
- Telecommunications devices for people with hearing loss.
The school isn’t necessarily required to provide the newest or most sophisticated aids available, according to the federal guidelines. However, the accommodations must meet the needs of the disabled student. This Department of Education web page details some accommodations that students might expect. A broader discussion of what students with disabilities should know when preparing for post-secondary education can be found here.
Find the right place
Choosing your college or vocational school is a momentous decision. This huge step toward independence is both frightening and exciting, and it’s easy to be swayed by campus amenities and the social scene. Students with disabilities have another factor to consider that isn’t as much fun but more significant for their ultimate success: academic support.
“It took me a long time to figure out what school was right for me,” Lawrence says. “For me, Hope College was the right fit. I visited a couple of others that I was interested in, but they didn’t have the academic support I needed. I had to cross them off the list because they weren’t a good fit for me. Kids who struggle in school or need accommodations really need to be careful about picking a school that has the support you need.”
And don’t overlook community colleges, Lawrence advises. “That can be a great start for people, especially if you aren’t sure what you want to do. You’re still getting a great education, you’re saving a ton of money, and if you plan it right, your credits will transfer to a four-year school if that’s what you want.”
Community colleges also have tremendous vocational programs that can get you into the workforce and making good money in a short time. And community colleges likely will offer any accommodations you may need.
“It’s a great way to get started for yourself,” Lawrence says. “I did a whole semester and a number of summer classes at Grand Rapids Community College.”
What the student can do to succeed
While accommodation can be crucial, the burden of student success doesn’t fall entirely on the school. The student is responsible for the effort, habits, and choices necessary to flourish in college. Ideally, students already established those behaviors as far back as grade school. For example, youngsters ideally create routines promoting good study habits and organizational skills in elementary school years when the disabilities are first diagnosed.
But there’s a difference when you get to college, and that difference applies to every new college student, disability or not.
“Nobody’s going to be there to tell you to do this or that,” Lawrence says. “You’re on your own. You’re independent now, you’re 18, you’re a legal adult. Nobody’s going to force you to go to class or keep up with your assignments or do anything else.
“But you want those good grades to make sure you get the internships that will help get you your dream job, or create career connections, or build your own business. It’s up to you to create those opportunities. Yes, you can have a good time, but make sure you take care of your academics before anything else. That’s why you’re there.”
That doesn’t mean there won’t be struggles.
“If a class is really hard, sometimes you just have to grind through it as hard as you can and use the resources the school provides for you,” Lawrence says. Sometimes, getting a C in a class is OK, you know? Everybody has those experiences in college that they had to grind through.”
The key to succeeding in college, he emphasizes, is effort.
“Keep working hard. Remember what you’re there for. And use all the available resources you need to be successful.”
Reading Success Plus has offices in Grand Rapids and Troy and offers one-on-one tutoring online or in person in reading, math and writing. You can get more information at readingsuccessplus.com. To contact us, call 833-229-1112 or go online to https://readingsuccessplus.com/#contact.