Read Chapter answer 3 questions

Students with Learning Disabilities and the College Application Process 317

INTRODUCTiON/BACKGROUND o resource regarding the college application process

would be complete without the inclusion of material spe-

cifically dedicated to students with learning disabilities.

Between the years of 2001 and 2010, the number of college

applicants indicating that they had a learning disability

had grown to almost 400,000-an increase of 50 percent

(Henderson, 2001; Vickers, 2010; United States Govern-

ment Accountability Office, 2009). The US Department of

Education (2011) revealed that 88 percent of colleges cur-

rently enroll students with learning disabilities. Of par-

icular interest is that in 2011, almost all (99 percent) of

two-year and four-year public institutions enrolled stu-

ents with learning disabilities. Of the general "disabil-

- "categories reported, "specific learning disabilities"

ras the highest, with 31 percent, followed by ADD and

_-i..DHDat 18 percent, "psychological or psychiatric condi-

- ns" at 15 percent, and 11 percent of disabilities were a

ealth impairment/condition." Theremaining categories

:"'duded "visual/auditory impairments:' "speech disor-

:' "traumatic brain injury:' and others.

In looking at those percentages, it is reasonable to con-

de that most high school counselors helping students

the college application process will be working with

ents who have a learning disability. However, even

gh the nation's postsecondary institutions are report-

higher numbers of students with disabilities, not all

em offer programs to assist students with those spe-

z ; disabilities. Just as there are very few private K-12

Is exclusively for students with disabilities, there

only a handful of colleges that are specifically geared

d stu~ents with learning disabilities. Surprising to

_ applicants and parents is the reality that if a stu-

will require the use of supportive services in college,

_ institutions charge additional fees. But before ad-

- g those particular concerns, it is important to look

landscape of services for students with disabilities

- :xst practices for school counselors.

TERMS ASSOCIATED WITH SPECIAL

TION cumbent upon school counselors to be versed in

biage associated with special education. Given

.:;;;;""-.-""uy school counselors are often asked to be part of

committees and, by law, are mandated service-providers

(if counseling services are outlined on a student's IEP),

knowing terms such as IEF, 504, LD, etc. is invaluable.

IDEA The Individuals with Disabilities Education Act (IDEA) is

the nation's federal special education law that guarantees

public schools serve the educational needs of students

with disabilities. IDEA requires that schools offer spe-

cial education services to eligible students as outlined in

a student's Individualized Education Program (IEP), and

it specifies requirements to guarantee a Free Appropriate

Public Education (FAPE) for these students in the least

restrictive environment (LRE). IDEA was first passed in

1975, but is reauthorized every few years, the most recent

being 2006.

Disabilities under IDEA IDEA lists 13 different disability categories under which

three- through 21-year-olds may be eligible for services.

Although school counselors are not special education

teachers, it is important to become familiar with the dif-

ferent categories.

The disability categories listed in IDEA are:

• autism

• deaf-blindness

• deafness

• emotional disturbance

• hearing impairment

• intellectual disability

• multiple disabilities

• orthopedic impairment

• other health impairment (ADD/ADHD, asthma,

diabetes, etc.)

• specific learning disability (areas of oral expression,

listening comprehension, written expression, basic

reading skills, reading fluency skills, reading com-

prehension, mathematics calculation and mathematics

problem solving)

• speech or language impairment

• traumatic brain injury

• visual impairment (including blindness).

318 Fundamentals of College Admission Counseling, Fourth Edition

IEP Once a student has been formally evaluated by a team of

psychologists and educators and found eligible for spe-

cial education services, the parents work with a school

team to develop an Individualized Education Program

(IEP). It is important to note that this evaluation will be

crucial when it comes to applying for accommodations

on standardized tests such as the SAT and ACT. Some-

times, this school team is referred to as a committee on

special education (CSE), when it convenes to discuss the

findings and develop an IEP. Typical attendees of CSEs

are the student's parents/guardians, the CSE chairperson,

a special education teacher, a general education teacher,

other service providers, and the student (when appropri-

ate). School counselors are not required to attend these

meetings, but may do so at the parent's request. In fact,

ASCA (2104) outlines inappropriate responsibilities for

school counselors in relation to the IEP such as "serving

in any supervisory capacity related to the implementation

of the IDEA, serving as the school district representative

for the team writing the IEF, or coordinating, writing or

supervising the implementation of the IEP."

The IEP is a legal document outlining the services and

support the school will provide for the student with the

disability. An IEP needs to be written and agreed upon

before a student can begin receiving services, and it must

be reviewed and updated each year.

While each state differs in how it develops an IEF, the

Individuals with Disabilities Education Act requires that

every IEP include the following:

• the student's current performance

annual goals and objectives to meet those goals

• strategies needed to allow the student to participate in

the general education curriculum.

Non-Public Schools Given that slightly more than 5 million US K-12 students

(10 percent) attend private schools, it is important to ad-

dress special education services in non-public schools.

IDEA regulations are very clear about the rights of "pa-

rentally placed private school children with disabilities"

(US Department of Education, 2006). In fact, the law

requires the local educational' agency (LEA) to "locate,

identify, evaluate, and provide services to all children

in the school district served by the LEA." Because

private schools do not offer special education servi

the responsibility of identifying students with s

needs often falls on school counselors. Therefore, s

counselors working in non-public schools should

familiar with the policies and procedures of their LE-

Section 504 Commonly misconstrued with an IEP is the 504. A -

refers to Section 504 of the Rehabilitation Act of ~_

Section 504 is a national law that protects qualifiec.

dividuals from discrimination based on their di

(US Department of Health and Human Services,

Schools that receive federal funding are obligated to

students under Section 504. Kaloi (2014) sees a 5~ ~

as a viable option for a K-12 student if the child

identified learning disability (LD) or attention-d -

hyperactivity disorder (ADHD) but does not meet

requirements of IDEA for special education services

the supports the child is currently receiving are irUU"--_ accommodations or ongoing support at school (nacu..."'-. Center for Learning Disabilities).

LD According to IDEA (2004), a learning disability is:

a disorder in one or more of the basic

psychological processes involved in understandrr+

or in using language, spoken or written, that

may manifest itself in an imperfect ability to

listen, think, speak, read, write, spell, or to do

mathematical calculations, including conditions

such as perceptual disabilities, brain injury,

minimal brain dysfunction, dyslexia, and

developmental aphasia,

School counselors may read or hear about a s -

dyslexia-related difficulties in reading, dysgraphia-es

ed difficulties in writing or dyscalculia-related di£fi

in mathematics. Each of these disorders is consi

learning disability.

A DDIADHD As previously mentioned, of the students with di

who are attending college, ADD/ADHD is the secon

common disability reported. Of particular interest

Students with Learning Disabilities and the College Application Process 319

- :hat in the late 18th century (Crichton, 1798), some

: ol-age children were being identified with disorders

.:.:se symptoms seem to be in line with the symptoms

- _-illHD. Since that time, it has been a widely accepted

ief that ADHD is a disorder of childhood, and parents

teachers could expect children to simply grow out

_-illHD after their adolescence (Barkley, 2006). Con-

porary research (Lange et al., 2010) into ADHD has

vn that half of children diagnosed with ADHD retain

:::;e symptoms of ADHD well into their adult years. Thus,

001 counselors working with high school students

certainly have students with ADD/ADHD assigned

their caseloads. Since the publication of the Diagnostic

Statistical Manual of Mental Disorders, 5th Edition,

American Psychiatric Association, 2013), the disorder

entified as ADHD has been placed under the category

- neurodevelopmental disorders and is grouped into in-

entiveness and/or hyperactivity/impulsivity.

HAT ARE THE EXPECTATIONS FOR SCHOOL

OUNSELORS? Different school systems have different expectations for

e level and depth at which school counselors are ex-

:::x:cted to be involved in the special education services

of students, and because of this, it is best to look at the

American School Counselor Association's position state-

ment (2014):

Professional school counselors work with

students individually, in group settings, in

special education class settings, and in the

regular classroom. Professional school counselor

respensibilities may include but are not limited to:

• providing school counseling curriculum lessons, in-

dividual and/or group counseling to students with

special needs within the scope of the comprehen-

sive school counseling program

• providing short-term, goal-focused counseling in

instances where it is appropriate to include these

strategies in the individual educational program

(IEP)

• encouraging family involvement in the educational

process

• consulting and collaborating with staff and families

to understand the special needs of a student and

understanding the adaptations and modifications

needed to assist the student

• advocating for students with special needs in the

school and in the community

contributing to the school's multidisciplinary team

within the scope and practice of the comprehensive

school counseling program to identify students who

may need to be assessed to determine special educa-

tion eligibility

collaborating with related student support profes-

sionals (e.g.. school psychologists, physical thera-

pists, occupational therapists, special education staff,

speech and language pathologists, teachers of deaf

and hearing impaired) in the delivery of services

• providing assistance with developing academic and

transition plans for students in the IEP as appropriate.

The ASCA position statement is an appropriate model for

school counselors to look to when considering which ser-

vices are within their scope for students with disabilities.

SCHOOL COUNSELOR SERVICES In the last decade, school counselors have been more

widely considered an integral part of the team that de-

livers services to students with social, behavioral or

emotional needs that impact their learning (Rock & Leff,

2014). Students with a 504 plan or an IEP may receive

specific school counseling services under related services. The IDEA (2004) definition of related services is "devel-

opmental, corrective and other supportive services ...

as may be required to assist a child with a disability to

benefit from special education." Some of these services

include counseling, early identification and assessment,

parent counseling, and training, among others. Related

services can be provided directly through individual or

group counseling, or they can be delivered indirectly by

consulting with a teacher or parent/guardian.

IDEA (2004) specifically includes transition services

as part of related services for students with disabilities

that are often performed by professional school counsel-

ors. For the purposes of this chapter, the term "transition

services" specifically references all activities associated

320 Fundamentals of College Admission Counseling, Fourth Edition

with postsecondary education. IDEA (2004) does require

that students with disabilities be invited to the "IEP Team

meeting when purpose includes consideration of postsec-

ondary goals."

According to Rock and Leff (2014), some other support

services that:

may involve the school counselor are assessments,

interpretation of assessments, positive behavioral

support services, case management, advocacy,

collaboration with other pupil support specialists,

social skills training, activities to improve self-

esteem, support for high school completion,

dropout prevention, self-determination training,

vocational programming, career development,

evaluation of college options, and referral to

outside agencies (p. 364).

ACCOMMODATIONS VS. MODIFICATIONS In order for school counselors to excel in their delivery

services to students with disabilities, it is important to

distinguish between accommodations and modifications.

School counselors may sometimes assist with the admin-

istrative task of applying for extended time on SAT/ACT

exams on behalf of students, and as such, it is crucial that

school counselors become familiar with the accommoda-

tions/modifications listed on a student's IEP or 504 plan.

Hamilton and Kessler (2014) define an accommoda-

tion as "a change that helps a student overcome or work

around the disability," while "a modification .. .is a change

in what is being taught to or expected from the student."

Both types of interventions are set up to support students -'

with disabilities, and some students may, in fact, need

both. Essentially, accommodations are changes in the en-

vironment that allow students with disabilities to engage

in a mainstream course of study, while modifications have

more to do with changes in what is being taught to stu-

dents with disabilities.

Examples of accommodations include:

• Teacher provide notes/outlines

• Preferential seating

• Daily planner checks

• Extended time on tests, including standardized tests

Some examples of modifications include:

• Reduction of homework and/or class work

• Changes to the curricula, including alternative readin

assignments

Copies of tests to use as a study guide

• A change in grading scales to simply pass/fail

ApPLYING FOR ACCOMMODATIONS ON

STANDARDIZED TESTS Perhaps one of the most time-consuming and visible ad-

vocacy roles a school counselor engages in while work-

ing with students with disabilities is applying for ac-

commodations on standardized tests. As mentioned pre-

viously, school counselors are often responsible for ap-

plying to the College Board and the ACT so that students

with specific accommodations for extended time on tests

may be afforded that accommodation. It is important to

note that the final decision rests with the either the ACT

or the College Board, but school counselors who are ap-

plying for testing accommodations on behalf of students

are required to follow proper protocol throughout the

process.

Both the ACT and the College Board require specific

documentation that identifies the accommodation re-

quested; this supports the need for the accommodation

on standardized tests and provides a history of the ac-

commodations the student received while in school. Both

organizations are very clear that accommodations are not

automatically guaranteed. The ACT's statement in the

print version of its 2013'-2014 ACT Extended Time Na-

tional Testing reads:

ACT provides test accommodations in accordance with

Title III of the Americans with Disabilities Act (ADA).

Schools provide accommodations under different regula-

tions. Thus, having a diagnosis and receiving accommo-

dations in school do not guarantee approval of those ac-

commodations for the ACT (p. 1).

The College Board's College Counseling Sourcebook

(2013) points out, " ... students ... should be aware of the

differences between school and test environments, and

understand that not all accommodations that are used in

school will necessarily be needed for a standardized test"

(p. 11:20).

Students with Learning Disabilities and the College Application Process 321

The College Counseling Sourcebook is an excellent re-

source for school counselors and is very detailed about

the accommodation application process for the PSAT/

_ MSQT, SAT, SAT Subject Tests, and AP Exams:

1. State the specific disability, as diagnosed; diagnosis

should be made by a person with appropriate profes-

sional credentials, should be specific and, when ap-

propriate, should relate the disability to the applicable

professional standards;

2. Be current (in most cases, the evaluation and diagnos-

tic testing should have taken place within five years of

the request for accommodations);

3. Provide relevant educational, developmental and med-

ical history;

4. Describe the comprehensive testing and techniques

used in arriving at the diagnosis (including results

with subtest scores [standard or scaled scores] for all

tests);

5. Describe the functional limitations (for example, limi-

tations to learning that result from the diagnosed dis-

ability);

6. Describe the specific accommodations being requested

on College Board tests;

7. Establish the professional credentials of the evaluator

(for example, licensure, certification, area of special-

ization).

Examples of accommodations include:

• presentation (e.g., larger print, Braille)

• responding (dictating to scribe, use of a computer)

• sche-duling (frequent breaks, extended time)

setting (small-group environment, adaptive furniture)

(pp.11:20-21)

Even though school counselors make the official re-

quest, the College Board points out that parents can re-

quest accommodations on their own. In this case, school

counselors can best serve families by collaborating with

them during the process.

What is often overlooked is the time required for the

College Board to process the application. Seven weeks is

the standard timeframe identified by the College Board,

and its website now has an SSD (Services for Students

with Disabilities) Calendar that outlines deadlines for

each of its tests. School counselors need to be mindful

that if additional documentation is requested to substan-

tiate the accommodation request, the College Board asks

for an additional seven weeks. Therefore, it is incumbent

upon school counselors to plan well in advance for accom-

modation requests.

The ACT has risen in popularity among high school stu-

dents. By 2012, the numbers of ACT test takers surpassed

the number of SAT test takers by about 2,000 (Strauss,

2012). Just like the College Board, the ACT has a process for

accommodation requests, although it is slightly different.

While school counselors or families can apply for ac-

commodations on the College Board tests well in advance

of registering for the actual exam, the ACT requires that

students sign up for the exam first and then file for an

accommodation request, only if they are requesting 50

percent additional time. This type of application can be

completed online. The ACT identifies a separate type of

application for students who are requesting accommoda-

tions other than 50 percent additional time, called "Spe-

cial Testing." This type of application must be done in

print, and the application also serves as registration for

the actual ACT test.

The ACT's 2013-2014 Request for ACT Special Testing

states that it "is designed for students whose documented

disabilities require accommodations that cannot be pro-

vided at a test center. Examples include:

• More than time-and-a-half testing time

• Testing over multiple days

• Alternate test formats (Braille, DVDs or a reader)

• Use of a scribe or computer for the Writing Test (typi-

cally for disabilities that prevent students from writ-

ing independently)

• Extended time on the Writing Test only (students with

developmental writing disorder, written expression

disorder or dysgraphia) (p. 1)

Another difference between the College Board and the

ACT is the amount of time a plan or diagnosis has been

in place. The ACT's requirement is limited to a diagno-

sis having been made within the last three school years,

while the College Board generally accepts diagnostic test-

ing made within the last five years.

322 Fundamentals of College Admission Counseling, Fourth Edition

The perception among school counselors, students and

parents is that it is more difficult to be granted accommo-

dations by the ACT (Moore, 2010). However, according

to both organizations, the ACT grants accommodations to

just over 90 percent of applicants, while the SAT offers

85 percent of their applicants' accommodations. This per-

ception is most likely based in the differences between

the application procedures for the two organizations: be-

cause the ACT has two separate categories and processes

while the College Board has just one process, applicants

perceive this as more difficult.

Given the detailed process for requesting accommoda-

tions, it is sensible for school counselors to become fa-

miliar with specific areas of a student's IEF, 504 plan or

private psychoeducational evaluation, particularly the

assessments/diagnostic tools. Some of the most common

cognitive assessments include:

• Wechsler Adult Intelligence Scale (for students 18 or

over) or Wechsler Intelligence Scale for Children

• Woodcock-Johnson Tests of Cognitive Abilities

• Stanford Binet Intelligence Scales (when individually

administered)

• Kaufman Assessment Battery for Children

• Differential Ability Scales

• Reynolds Intellectual Assessment Scales

When it comes to learning disabilities or ADHD, both

the ACT and the College Board will ask for information

about tests of academic achievement, in addition to the

cognitive assessments. Some of the most common academ-

ic achievement assessments include:

Woodcock-Johnson Tests of Achievement (general and

extended batteries that include fluency measures)

• Scholastic Abilities Test for Adults

-' .

• Wechsler Individual Achievement Test, with reading

rate measure

• Kaufman Test of Educational Achievement

Advocacy Although never stated in an IEF, 504 plan or a private psy-

choeducational evaluation, advocating on behalf of the

students is one of the most important services the school

counselor delivers. According to the ASCA Model (2012),

"Advocating for the academic achievement of every stu-

dent is a key role of school counselors and places them at

the forefront of efforts to promote school reform" (p. 4).

Whether it is in the form of reminding classroom teachers

about the contents of a student's accommodations, speak-

ing directly to teachers about a student's concerns, or ad-

dressing issues surrounding school policy and students

with disabilities, school counselors do allocate a good por-

tion of their time advocating for students with disabili-

ties. As stated, these advocacy efforts are not outlined

in a student's documentation, because they are intrinsic

to the role of a school counselor. It goes without saying

that in order to best advocate for students with learning

disabilities, school counselors must be well-versed in the

areas that impact a student's learning and techniques that

assist him or her in achieving academic success. However,

advocating for students with learning disabilities brings

with it a few challenges, because of the different attitudes

and beliefs some educators have regarding special educa-

tion services.

Research points to the reality that some educators pos-

sess negative attitudes toward students with disabilities

and that the cause of this is a lack of adequate training

(Praisner, 2003). Therefore, these educators often feel un-

prepared and unmotivated to provide services to students

with disabilities effectively. Other studies (Milsom, 2002)

indicate that graduate school programs for school coun-

selors require minimal training related to students with

disabilities, leaving school counselors with a type of on-

the-job training. Finally, Milsom (2006) suggests that one

of the most effective ways school counselors can advo-

cate for students with disabilities is to "conduct needs as-

sessments to identify potential systematic, programmatic

and attitudinal areas for change in order to create posi-

tive environments for students with disabilities" (p. 72).

Just creating an awareness level among teachers about the

needs that students with learning disabilities have, school

counselors can make the environment for these students

more positive.

DIFFERENCES IN SERVICES OFFERED IN HIGH

SCHOOL AND COLLEGE

The public school system identifies age 18 and/or high

school graduation as the point at which special educa-

Students with Learning Disabilities and the College Application Process 323

tion services end, due to a Free and Appropriate Public

Education (FAPE) under IDEA. Because of this provision,

postsecondary institutions are under no legal obligation

to offer services to students with learning disabilities.

However, under Section 504 of the Americans with Dis-

abilities Act (1990), colleges are required to provide ap-

propriate adjustments as necessary to ensure that it does

not discriminate on the basis of disability. These differ-

ences are often the biggest stumbling block to college

applicants and their families, and school counselors can

help to alleviate some of the confusion and point students

in the right direction. Even though the requirements for

receiving services in high schools and colleges may dif-

fer, many colleges do offer specific services for students

with learning disabilities. Unlike the services offered in

high school, these services often require additional fees,

a separate application, limited space, and/or schedule re-

quirements.

Disclosure One of the biggest steps a student with disabilities has

to take when he or she is deciding to apply to college

is whether or not to disclose the disability to a college.

College applicants are required to disclose a disability to

their school if they are seeking accommodations. When

looking at recent research, it is clear that a minority of

high school students with disabilities opt to disclose their

disabilities to colleges.

The National Longitudinal Transition Study-2 (NLST2)

found that 63 percent of postsecondary students who had

documentation in high school with a disability diagnosis

did not consider themselves to have that disability by the

time they entered college (Newman et al., 2011). In that

same study, just fewer than 30 percent of college students

with disabilities identified themselves as having a disabil-

ity and informed their postsecondary schools of their dis-

ability. That number drops to 20 percent when it comes to

those students who go on to receive accommodations or

supports while in college. Just because a student discloses

his or her disability on an application does not mean that

he or she will go on to obtain accommodations.

The most common type of accommodation afforded

to college students with disabilities is additional time to

complete tests, with almost 80 percent of all postsecond-

ary students with disabilities receiving accommodations.

There are a variety of reasons why students choose

not to disclose their disability to colleges. Because of the

developmental process, some students believe that en-

tering college is stepping into the world of adulthood,

and they may view the support services they received

in high school as preventing them from becoming inde-

pendent. Another reason could be that some students are

embarrassed. Still, if a student wants to apply to a college

without disclosing his or her disability, he or she has that

option; but students can disclose it at any time. Almost

all postsecondary institutions allow for disability disclo-

sure to take place at any time during a student's course of

study. In fact, the majority of postsecondary institutions

are encouraging these students to disclose their disability.

Raue and Lewis (2011) found that 79 percent of postsec-

ondary institutions distribute materials designed to en-

courage students with disabilities to identify themselves.

Of interest is that the larger, four-year public institutions

were more likely to distribute these materials.

Ultimately, it is up to the student to make the choice

about disclosure, but school counselors can assist students

in arriving at that decision through a thoughtful process

that involves listening to a student's (and parents') con-

cerns, educating students about the types of services col-

leges offer, and encouraging students to learn more about

their own disabilities and the types of supports necessary

to best help them succeed in college.

Encouraging Self-Advocacy While advocacy is a key component of the school coun-

selor's role, encouraging students with disabilities to be-

come self-advocates is crucial to their success as students.

During the transition into postsecondary institutions,

students with disabilities need to recognize that they are

moving from a system where parents, school counselors,

teachers, and other school staff usually advocated on their

behalf to a system where they will be expected to advo-

cate for themselves. Expecting students with disabilities

to automatically learn self-advocacy skills is setting them

up for failure. Therefore, this task is one that is highlight-

ed by numerous sources as essential to a learning-disabled

student's success in college (Rock & Leff, 2014; Uretsky &

Andrews, 2013; College Board, 2012; Milsom, 2006).

Offering traditional self-advocacy skills, such as ef-

fective communication and self-awareness, is part of

324 Fundamentals of College Admission Counseling, Fourth Edition

ASC~s National Standards for Students (2004) and can

be delivered to students in a classroom setting, group or

in individual sessions. In the interest of time, delivery

of self-advocacy skills to students with disabilities in a

group setting would be ideal, and it would allow group

members to role-play with one another to practice these

skills. For confidentiality reasons, however, meeting in-

dividually with students to review their documentation

(IEP, 504 plan, private evaluation) in an effort to inform

them about their disability and how it impacts their learn-

ing would work best.

The College Counseling Sourcebook (2012) encourages

students with disabilities to be self-advocates:

A "self-advocate" communicates his or her needs

with logical and positive language. To be an

effective self-advocate, you must understand your

disability, know how it impacts your learning,

and become comfortable with describing your

disability and your academic-related needs to

others. At the college level, you are responsible

for identifying and requesting support services.

Parents aren't normally involved with your

education at the college level, and most colleges

prefer working directly with you, the student

(llA: 1).

Communicating this to students with disabilities and

their parents is not just a vital part of the transition pro-

cess; it is also valuable for the student's high school ex-

perience. Early on in high school, most of these students

are not fully aware of the details of their documentation;

some might be able to communicate the name of the dis-

-ability, but they are most likely unaware of the way in

which the disability impacts their ability to retain and/

or process information. Hamblet (2009) found that most

high school students are not involved in the writing of

the accommodation plans and may not even be aware of

the exact accommodations to which they are entitled.

Furthermore, many could not identify the reason for their

accommodations. Too often, students are left out of the

IEP process in high school. Understanding the full scope

of their disability and/or documentation is a key compo-

nent for a student's overall success both in high school

and postsecondary institutions.

In addition to students becoming familiar with their

documentation, these students can begin to attend their

IEP meetings in high school, as a way to prepare them

to be self-advocates (Varrassi, 2014; Uretsky & Andrews,

2013; College Board, 2012). Unfortunately, because spe-

cial education committees are used to having just parents

present at the IEP meeting, the student is often not invit-

ed, so school counselors may have to offer the suggestion

to the student, parents or committee.

The reason for all of this emphasis on self-advocacy is

that, according to Hamblet (2009), "colleges expect stu-

dents to be in charge of their own learning and to find

ways to get information they need on their own" (p. 11).

Researching Programs

If students are interested in receiving additional accom-

modations during their postsecondary studies, it is im-

portant to invest a Significant amount of time in research-

ing programs. At this point in the journey, it is expected

that the college-bound student is willing to disclose his

or her disability and has the appropriate documentation

in place to offer a college when he or she discloses. Most

postsecondary institutions will accept an IEp, 504 plan or

private evaluation from a student's high school, as long

as it is within the last three years and offers sufficient

evidence of the need for additional learning supports.

However, postsecondary institutions are allowed to set

their own limits on how old that testing can be, and, if a

student's documentation does not fit a college's require-

ments (because it is outdated or missing a diagnostic tool),

it is incumbent upon the student to seek out and provide

the missing information. High schools will not simply re-

test a student with an IEP to provide additional docu-

mentation to a postsecondary institution, as they are not

required by law to do so. Therefore, the financial burden

falls on students and families to seek out private psycho-

educational testing.

That being said, numerous colleges and universities

have comprehensive support programs specially designed

for learning-disabled students. These programs do more

than just ensure students are granted accommodations;

they are typically staffed by individuals trained in the

area of learning disabilities. According to the College

Counseling Sourcebook (2012), the most common types of

Students with Learning Disabilities and the College Application Process 325

services offered to students through these support pro-

grams include:

• Study skills training

• Tutoring services

• Provisions for alternate testing

• Availability of taped textbooks

• Course load modifications

• Preregistration for courses

• Taping of lectures

• Specialized study aids (llF: 2)

In additional to these academic services, personal and

vocational counseling services may also be provided.

As these services go above and beyond those that post-

secondary institutions are required to provide under Sec-

tion 504, many colleges and universities will charge a sig-

nificant fee for them, on top of the regular tuition costs.

Listed below are just a sampling of different programs

and fees from a variety of colleges across the nation:

• University of Arizona, Tucson (SALT): $5,200 annually

• Curry College, Milton, MA (PAL): $3,000-7,000 annu-

ally, depending on scope of desired services

• University of Iowa, Iowa City (REACH): $6,000 annu-

ally

• St. Thomas Aquinas College, Sparkill, NY (Pathways):

$3,700 annually

• American University, Washington, DC (Learning Ser-

vices Program in the Academic Support and Access

Center): $3,000 annually

-To offer a brief example of the types of services of-

fered by these institutions, the SALT (Strategic Alterna-

tive Learning Techniques) Web site at the University of

Arizona offers the following to students who qualify:

• Flexible tutoring schedule

• Group study sessions

• Meetings with a strategic learning specialist, the point

person for SALT Center and campus resources, who

will design an individualized learning plan

• Workshops for reading and writing strategies, time

management, organization, and study skills

It is worth mentioning that while tutoring services are offered at almost any college, this type of tutoring is quite different from a resource room, where students receive one-to-one support from a special education teacher.

• Psychological services

• Open access to the SALT Center Computer Resource

Lab, where students can use dictation software, audio

textbooks and the latest learning apps

From this information, it is fair to assume that learning

support programs offered at postsecondary institutions

can range from $3,000-$10,000 annually. If students are

looking for a college experience that is open only to stu-

dents with learning disabilities, there are only two op-

tions within the US. Both Landmark College (VT) and

Beacon College (FL) identify themselves as institutions

exclusively for students with learning disabilities, and

their tuition costs are $49,000 and $32,000 per year, re-

spectively.

Accommodations in College Again, postsecondary institutions are not required to of-

fer accommodations and services just because they were

written on a student's IEp, 504 plan or private evaluation

that their high school followed. Unless specifically identi-

fied in the supporting documentation provided, colleges

typically will not offer accommodations. Given all of this,

students may find that accommodations they became

used to in high school are no longer available to them.

But, once students are approved for accommodations,

the most widely used types are extended time testing, ac-

cess to audio textbooks and permission to record class-

room lectures (Hamblet, 2009). Other than that, most col-

leges will not offer additional accommodations, because

they expect students to become independent learners,

and they cost money, and according to the law, colleges

are not required to pay for such services.

326 Fundamentals of College Admission Counseling, Fourth Edition

It is worth mentioning that while tutoring services are

offered at almost any college, this type of tutoring is quite

different from a resource room, where students receive

one-to-one support from a special education teacher. Tu-

toring services at colleges are typically offered by oth-

er students, or they might come from a business that is

strictly profit-driven.

What to Ask Doing research online is an appropriate place to begin the

process, but it is recommended that students also speak

directly with a representative from a college's office for

disability services to learn more information. School

counselors, college admission officers and representatives

from campus disability service offices encourage students

to have this conversation [Varrassi. 2014; Uretsky & An-

drews, 2013; The Connor, 2012; College Board, 2012;

Hamblet, 2009). This conversation can either be over

the telephone or while a student is visiting the campus.

When a prospective student is visiting campus, it is high-

ly recommended that he or she speak with other students

who are receiving accommodations.

This conversation requires planning. Prior to contact-

ing a college's office for disability services, school coun-

selors should meet with students to discuss topics and/

or specific questions that ought to be addressed. Some

school counselors prefer to have this conversation with

parents present as well. This is an opportunity for these

students to begin to practice their self-advocacy skills.

It might even require some role-playing to give students

who are wary that extra confidence.

.:

Prior to contacting a college's office for disability services, school

counselors should meet with students to discuss topics andjor

specific questions that ought to be addressed.

School counselors need not look far for lists of sample

questions that should be asked in this conversation. The

College Counseling Sourcebook (2012) and the National As-

sociation for College Admission Counseling both offer a

list with suggested questions (Uretsky & Andrews, 2012).

The following questions have been compiled from both

resources and are meant to be a guide for the conversa-

tion.

Preliminary Questions 1. Do full-time professionals staff the program? Do

these staff members have previous experience work-

ing with students with disabilities?

2. What documentation do you require in order to sup-

port my disability? How current should it be? Are

there any specific diagnostic tools that you are spe-

cifically looking for in the documentation?

3. If I am approved for accommodations, how will I be

notified, and are others notified as well? What are my

responsibilities for making sure I receive the services

I need?

4. Who is responsible for arranging accommodations?

Is there a contact person in your office who serves as

an advisor, or would the advisor be from a separate

office?

5. What is the advisement system for students with

special needs? Will advisors help with course selec-

tion and course load options?

6. Is there an active support group on campus for stu-

dents with disabilities? Is this group part of the

learning support program (if there is one at the col-

lege), or does it exist on its own?

7. How well-informed are professors and instructors re-

garding students with disabilities? Are they willing

to work with these students? What procedures are in

place in case there is an issue with receiving accom-

modations?

8. How many students at the college receive accommo-

dations? Is it possible for me to speak with them to

get a sense of the atmosphere?

Students with Learning Disabilities and the College Application Process 327

9. Are the classrooms/buildings physically accessible?

How many accessible dorm rooms are available?

Detailed Questions 1. What accommodations are available--for example,

tape recorders, taped texts, note takers? What is the

procedure for accessing textbooks on audio?

2. Are waivers or substitutions granted to students

who, because of a disability, cannot pass certain

courses, such as foreign language or statistics?

3. Does the college provide adaptive equipment for stu-

dent use? Is adaptive software, such as voice recogni-

tion software or writing support software, available

on campus? Is training for the use of the software

provided?

4. Where do students go to take tests with modifica-

tions? How is this service arranged?

5. How is the need for class notes met for qualifying

students? Are note takers trained?

6. Does the college provide printed materials in alterna-

tive format?

7. What kind of tutoring is available? Are the tutors

peers or trained, experienced staff? Is tutoring avail-

able in all subjects? Is there a limit to the amount of

tutoring I may receive? Is there an additional fee?

8. Does the college offer courses or workshops in study

skills or writing skills?

9. Are there counseling/psychological services pro-

vided to assist freshmen students with the transition

from high school to college? .:

10. Are there any considerations that students with dis-

abilities should know about regarding the admission

process at the college?

11. Do you provide information about the graduation

rate and/or the retention rate for students who are

served by your office?

12. Are there provisions made for having to miss classes

based on the nature of a particular disability or a

medical condition?

13. What services are offered at an additional cost?

The Emotional Component The college search process can feel overwhelming to stu-

dents and their families and, as with any life transition,

produce anxiety for all involved. In particular, students

with disabilities tend to feel this anxiety to a greater de-

gree (Connor, 2012; Uretsy & Andrews, 2012). This af-

fective state does not seem to diminish once students

with disabilities have been accepted to college; in fact,

researchers found that undergraduate students who re-

ported having a learning disability experienced low self-

esteem, sadness and anxiety as compared to their peers

(Davis et al., 2009).

During the search process, it is normative for students

who've been receiving accommodations through their

high school years to experience uncertainty about the

prospect of entering college with an entirely different

system of accommodations. Hamblet (2009) identifies that

parents are often shocked at how different the services for

students with disabilities are at the postsecondary level.

This is where it is important for school counselors to step

in as both the empathic, supportive listener and the pro-

fessional educator who is ready to walk college applicants

and their parents through the process.

CONCLUSION It is clear that school counselors need to plan early inter-

ventions when working with students with disabilities.

The educative process is multi-layered and not as simple

as, "What college do you want to go to?" and then sending

students on their way. In addition to classroom lessons,

school counselors can begin to work with these students

in groups and individually early on in high school to help

them and their families achieve academic, personal and

postsecondary success. Advocating for these students

and helping them to develop academic and interpersonal

strategies, along with educating them about their specific

documentation, offer them the skills for self-advocacy,

which they will need to employ when they begin their

college search and venture off to college.

The skillsets that school counselors are required to

have for these tasks include knowledge of the special edu-

cation landscape, the administrative tasks associated with

applying for accommodations on standardized tests, best

328 Fundamentals of College Admission Counseling, Fourth Edition

advocacy practices, and directing students and families

to resources on colleges that provide support services for

students with learning disabilities.

By advocating for students with learning disabilities,

school counselors essentially model for them the advoca-

cy skills that will be required for them to be successful in

their postsecondary studies.

REFLECTION QUESTIONS 1. What are some examples of disabilities under IDEA?

2. What are some similarities and differences between

an IEP and a 504 plan?

3. How would you explain the differences between

accommodations and modifications for a teacher in

your building?

4. What are some of the specific cognitive and academic

assessments that the College Board and ACT would

accept when applying for accommodations?

5. Identify the differences between high school and

college when it comes to services for students with

learning disabilities.

6. Why might high school students be reluctant to dis-

close their learning disability to colleges?

7. Identify the most common types of accommodations

and supportive services that colleges provide for stu-

dents with learning disabilities.

How are tutoring services at colleges different than

the services students with specific accommodation

plans received while in high school?

8.

.: What are some ways that school counselors can ad-

vocate for students with learning disabilities?

10. In discussing a college visit with one of your stu-

dents, the conversation turns to the student's con-

9.

cerns about what questions they should ask the of-

fice of student services. What are some preliminary

questions you might suggest?

ABOUT THE AUTHOR Terence J. Houlihan has been an educator and school

counselor for almost 20 years. He has appeared in train-

ing videos for educators and is a sought-after conference

presenter, with addresses to local, state, regional, and na-

tional conferences. Terence also facilitates training semi-

nars for high school and middle school educators at the

national and international level on the developmental

changes associated with adolescence and speaks to par-

ent groups about raising teenagers. In addition to being

a high school counselor, he is an adjunct lecturer for the

graduate program in counselor education at the City Uni-

versity of New York, Lehman College (NY) and the Col-

lege of New Rochelle (NY). Terence has written for the

National Association of School Superintendents and the

American School Counselor Association.

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American School Counselor Association. (2014). The

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Barkley, R.A. (2006). Attention-deficit hyperactivity

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Barr, V.M., Harttnan, R.C., & Spillane, S.A. (1995).

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