To College, or Not to College

By Christie Theriot Woodfin, M.Ed.

Halfway through high school the question of college begins to loom. For some kids the traditional college experience is a given. But other students may feel it’s not for them. Fortunately, there are many options for those students who want something different, and many resources to help parents guide the decision-making process.

Parents’ desire successful adulthoods for their adolescents, whether they are college bound or not. In the last few years, an increasing number of young adults have deferred college or chosen a career path that forgoes a college education altogether. There are now postsecondary schools and programs that will train those students for very specific careers, as well as offer opportunities for them to establish independent lives away from mom and dad.

Thinking it through
Deciding to postpone or skip the traditional college experience involves some intellectual and intuitive thinking on the part of parents. There are four areas of functioning that need consideration:

What does the child look like “on paper?” Or, as Elaine LaCour of the Atlanta Speech School refers to it, who is the “child-in-the-file?” What are the student’s standardized test scores? Up-to-date psychoeducational tests, including IQ and achievement tests provide this information. If a student is below the average range, parents need to consider whether the child would enjoy and benefit from a college experience.
How does the student function academically? Does he study effectively? Organize his work and manage his time well? Is he motivated to complete assignments and participate in class? Does he enjoy school?
How does the student manage his home life? Is he careful with his hygiene and eating? Does he play computer games to the exclusion of homework and sleep? Does he need a parent to wake him up in the morning? Sherry Pruitt, of Parkaire Consultants, recommends consulting a checklist of independent living skills. Does the student
have awareness of his diagnosis and its implications?
manage his own medication?
use sufficient strategies for daily living skills?
limit use of computer games/Internet?
wake up independently?
manage money?
show diligence at mundane tasks?
Does the student possess the tenacity, resilience and sheer determination to succeed regardless of what other indicators might suggest?

This fourth consideration is the most important. Although test scores may suggest a student should consider other options, a great deal depends on the student’s temperament. Dr. Judy Simmermon, an Atlanta-based psychologist specializing in testing, particularly students with learning differences, says, “I never discount a student who has the tenacity, drive and intense desire to do college, regardless of her scores. If college is something that the student is strongly committed to doing, I say ‘Go for it.’”

In addition to the parents’ thoughts and feelings, a good indicator is the student’s own reaction. If he’s procrastinating about preparing for college, doesn’t want to talk about it, appears unusually anxious when discussing it, or seems totally removed and indifferent to the whole idea, he may be trying to communicate that he believes college is not for him. For many young people, it is profoundly discouraging that they are expected to be a “student” for the first 20 years of their life. Parents should begin discussing alternative options with their children well in advance of their senior year. Students should learn about the many options available, that they are part of the decision making process, and that their Internet exploration and visiting places will make the options more real.

The transition plan
Public school students with an Individualized Educational Plan (IEP) have an additional helpful tool. Under the Individuals with Disabilities Education Act, a transition plan must be part of the IEP for every student, starting at age 14. The purpose of the transition plan is to identify student goals for life after high school, and to develop a strategy for achieving those goals.

According to Dr. Renee Sherman Strauss, a school psychologist who specializes in working with students with learning differences, “Students and parents should think about getting the most out of the transition plan. I have found in my consulting practice that families and school personnel sometimes view the transition plan as just a bureaucratic requirement. But the transition plan is an excellent opportunity for students to work toward defining what they would like to do with their lives and to come up with a practical approach to making their vision a reality.” Strauss recognizes the challenge of going through the process of self-definition. But if done in a structured way, with the parents’ and educators’ help, there can be great results.

Marcia Rubinstien, an expert in the area of nonverbal learning disabilities and Asperger’s syndrome, and the author of Raising NLD Superstars: What Families with Nonverbal Learning Disabilities Need to Know about Nurturing Confident, Competent Kids, has divided the alternatives to four-year college into categories, each with pluses and minuses:

Two-year or community colleges offer associates degrees. Students can take a course or two while they also work part time. Community colleges are usually commuter schools and rarely offer housing, so a student may have limited social and emotional support on campus. The quality of academic support varies widely.

Vocational-technical schools and programs offer skill-specific education and training. These schools offer courses such as information technology, computer science, art and design, healthcare or culinary arts. The course times are flexible and sometimes offered in the evening or online. They provide a direct path for obtaining an employable skill, which is often a motivating factor for students with learning differences. The provision of housing depends on the school, as does learning support.

Transition programs often focus on academic skills, including learning strategies, organizational skills and time management. These programs often have residential accommodations and provide the opportunity for a like-minded peer group. There are other transitional programs for those whose most pressing need is to develop independent living skills. In these programs, classes are conducted in money and time management, cooking skills, personal care, interpersonal skills, interviewing, job-seeking strategies and vocational training, as well practical living skills like managing public transportation. The students in these programs are more carefully supervised than their peers in college. Students check in regularly with staff, have classes in a central location and have recreational activities together. They share the responsibilities for caring for their living space and cooking nutritious meals. As they learn job skills, they engage in part-time work.

For young people who will continue to be dependent in some ways, some of these programs continue into adulthood with case managers and staff who provide support and advocacy. In others, students engage in college courses at the nearby community college.

Gap year programs provide a defined time in which the young adult can catch his breath, travel or live in a new place, learn a new culture or be involved in a volunteer effort. These programs offer a time to mature responsibly, develop skills, have social interactions and contribute to society in a new environment.

Apprenticeships allow a student to learn skills and test out interests on the job. Dr. Dodge Johnson, a respected educational consultant in Philadelphia, tells of a student who became an upholsterer. Johnson counseled the boy about whether he’d be happier studying some sort of business where he’d learn in classrooms, or in something that’s “virtually all hands-on, lab-learning.” The young man was able to launch a small business of his own and took a couple of seminars on running a business later when he needed them.

A job is another postsecondary possibility. Many kids who struggled in school thrive in an atmosphere with defined hours, financial compensation and real world situations. Of course, there may be no accommodations for learning differences and little tolerance for personal problems. If employment is the course that you and your teen decide upon, be sure the job is one that he can handle. Not only interests, but also organizational and intellectual skills must be taken into consideration.

The role of educational consultant
An educational consultant visits and amasses knowledge of the different programs around the country, and can provide information on what each one has to offer. She can also provide guidance about other options and help the family choose the most effective program for their child. Look for local educational consultants on www.IECAonline.com. Web sites like www.thinkcollege.net provide information on various options. Dodge Johnson’s favorite source for occupational training in an educational setting is The College Blue Book, Volume IV, Occupational Education.

If you and your student choose an alternative to college, there are some basic ways to prepare for the next step. Identifying the student’s aptitudes and conveying respect for his areas of competence and talent are important. Building on strengths is an essential component of any long-term strategy for success. Helping your student understand his areas of weakness is also pertinent. A student needs to know how to advocate for himself, appropriately request help, as well as articulate how he is going to step up and compensate himself. Make sure that your child has the necessary skills to tackle the placement you are considering. And identify, assess and utilize the supports and services that are available.

College isn’t for everyone. A well-planned future can provide for independence, fulfilling careers and happy lives. As always, the key to success is finding the place where the individual will thrive.

Christie Theriot Woodfin, M.Ed., CEP, of Woodfin & Associates, is an independent educational consultant who works with families to identify specialized schools for students with learning differences, emotional and behavioral difficulties, and those who will not be attending conventional colleges. She can be contacted at 404-249-9898 or through her Web site, www.bestschoolforyou.com.

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