Path to College: Getting Started

By Wendy Williams, M.A.

Higher education does not have to be out of reach for students with learning differences. Careful planning, along with drive and determination, can make college a reality.

“I’m not college material!” These are the words that we as parents, educators and professionals never want to hear. These five words echoed in my office when a student said them to me last fall. Imagine a 17-year-old wanting to further his education and feeling as if he would never get into a college. He felt depressed, insecure and scared about his existence in the world of academics because of his learning differences. Students on all sides of the spectrum may fear rejection. However, students like this boy fear not only rejection, but the idea of college itself.

What makes a student college material? Is it a student’s accolades, standardized test scores or grade point average? Does being diagnosed with a learning difference disqualify a student from being successful in college? How should families pursue the college path? How do students with a learning difference find the right fit for college? These are only a few of the most frequently asked questions in my office.

A student is college material because he is motivated, focused and self-displined. Self-advocacy and a strong desire to continue learning after high school also makes a student college material. In today’s world of higher education, the pressures of choosing the appropriate school can be overwhelming. The good news is that you are not alone in this process. Professionals like educational consultants, guidance counselors and admissions officers are all able to help by guiding you through the college selection process. There are thousands of colleges and post-secondary programs available; therefore, the earlier you begin planning with your child about college, the better. There developing a college list. (See sidebar)

Freshman Year of High School
The first year of high school can be intimidating, busy and full of activities. However, it is important that students take the time to become well-acquainted with their guidance counselor. Building this positive relationship will help students with course selection, standardized test registration, and eventually, college letters of recommendation.

During the first year of high school, it is a good idea for the student to become involved in a school activity. He should choose an enjoyable activity that will enhance his strengths. When admissions officers look at a student’s resume or activity list, they are looking for someone who is well-rounded and consistent. This is not necessarily a student who has participated in fifteen different activities, but one who has chosen a few for the duration of high school. Throughout high school, a student should take a rigorous course load consistent with his abilities. He needs to be given the best opportunity for his strengths to shine and to achieve the best grades possible. Breaks from school can be used constructively by allowing him to study abroad, work or attend a summer camp that can enhance his interests. There are many programs that help boost self-confidence and encourage self-exploration. For example, some programs teach students valuable life skills through adventures like kayaking, mountaineering, backpacking and more. Other programs offer students a chance to travel to another culture and experience cultural immersion.

Sophomore Year of High School
Sophomore year is an important year for students to prepare for testing. This is the time when students have ample opportunity to practice either the Preliminary Scholastic Aptitude Test (PSAT) or PLAN®. The PSAT is a practice test that helps students prepare for the Scholastic Assessment Test (SAT). The PSAT can be a predictor of how the student will do on the SAT. Similarly, PLAN® is a practice test for the American College Testing Program (ACT) and is a comprehensive curriculum resource that measures a student’s academic development and explores career options. It is wise for students to take a course to help them prepare for both the SAT and ACT. Studying is the only method that will improve test scores and decrease test anxiety. Depending on a student’s academic standing, he might also want to take the SAT subject tests at the end of the year. He should talk to his guidance counselor, teachers or educational consultant about this possibility. These tests measure a student’s knowledge of skills in a particular area and are required by only a few schools.

Accommodations for the PSAT, PLAN®, SAT or ACT are available but you should read through the policy to see exactly what type of documentation is needed. This information can be found at www.act.org or www.collegeboard.com. Some important things to remember when trying to get accommodations:

submit registration in a timely manner;
have documentation by a qualified diagnostician whose credentials are appropriate to the disability;
make sure the documentation is current within the last three years prior to the date of request;
provide any information regarding a student’s accommodation in an academic setting (like an IEP or 504 Plan);
provide a comprehensive evaluation with evidence of a substantial functional limitation.

While keeping up with required reading, students should read books that interest them apart from scholastic pursuits. College admissions officers have been known to ask students during an interview to list materials that they have read throughout high school or are currently reading. The student wants to be confident about his answer to this question. While it is hard to find the extra time to read for pleasure, it is essential. It is equally important that he maintains close relationships with his school counselor and teachers.

Junior Year of High School
Junior year can be academically challenging; therefore, the student must remain focused on his school work. In addition, he needs to continue to remain involved in activities and possibly become a leader in an activity. He should stay on top of meetings with his counselor since junior year is the time that the college process starts to escalate. Be sure he registers for either the SAT or ACT in the spring of the junior year. Participating in a test preparation course which leads directly up to the test date can be very beneficial.

This is also the year to develop an initial college list. Students can do this with their counselor, their parents or an educational consultant. Take advantage of college fairs in your area as well as speaking with the college representatives that visit your child’s high school. Be sure to thoroughly research colleges. Try to make campus visits during winter and spring breaks to help identify the different types of schools: population size, rural or urban setting, academic focus and extracurricular activities. The summer between junior and senior year is an ideal time to visit schools, write essays, request recommendation letters and complete applications.

Senior Year of High School
Although it is not the time to slack off in courses or extracurricular activities, senior year is known for being a little lighter academically. Therefore, this is a great time for students to take an advanced class or an elective of interest like poetry or photography. Some even try a third-year language. The goal is for students to continue working hard and build their transcript with challenging courses. Some students take the SAT or ACT in the fall of their senior year. By Thanksgiving, the college list should be final and applications should be sent to his schools of choice. If possible, take advantage of an admissions interview with a college administrator. Interviewing can give an opportunity to learn more about the school, as well as to make a positive impression on an admissions officer. Your child should not give in to “senioritis” just because applications are completed. Hard work should continue so he can finish high school on a positive note.

Accommodations in College
Motivation, positive attitude and commitment are character traits that are crucial for students with learning differences to uphold in college. A learning difference does not make a student unsuccessful in college, however, not having the right accommodations and support will impact the student’s academic success. Students with learning differences might be able to qualify for accommodations in college. (See sidebar) Learning support programs are provided for students, but there are certain features that make a program stand out. Depending on the institution, each learning program is different. Look for programs that have staff members as well as employed learning specialists. In addition, some programs have separate applications and require additional information. Please note that some programs are not included in tuition. Discuss additional costs for the collegeís academic support program with an admissions officer.

With advanced planning and dedication, a learning difference does not mean that higher education is not possible. I know that the student who walked into my office last fall will not be the last student who walks in and says, “I am not college material.” I will repeat what I asked this young man, “Do you want to further your education?” If the answer is yes, then I will tell him that he is about to put together the puzzle of a lifetime. There are a lot of pieces that are involved in finding the best fit. I will explain that this process can be tedious and overwhelming, but it can also be fun! This is the time that students can explore their different interests, values and beliefs. Finding the right fit can be challenging, but the student hasn’t worked this hard to give up on his college dreams now!

Wendy Williams, M.A. is an educational consultant in private practice who specializes in college counseling, as well as counseling high school students in semester abroad programs, summer programs, career choices, time management and study skills. She can be reached at w.williams@mindspring.com or at 770-578-1519.

Share and Enjoy: