college essay learning disability

How to Write a College Essay When You Have Learning Differences

Should You Address Your Learning Difference in Your Common App Essay?

It’s a valid question! But in the end, the answer is probably not.

Your personal statement is your chance to speak to admissions officers in your own voice. It should focus on your strengths, background, or goals. We understand why writing about your learning difference might be important to you. But does it define you?

Try to brainstorm a few other ideas before you make your final decision. Is your learning difference the one thing that you want admissions to remember about you? What else drives, motivates, or inspires you? We bet you’ve got a secret skill or passion, too!

Maybe you will decide that your learning disability* is so important for admissions to know that you want to write 650 words about it. Then you have to make another decision…

Should You Write A Personal Statement or Additional Information Essay about Your Learning Difference?

If you want admissions officers to know about your learning disability, you don’t have to write about it in your personal statement. You can write an additional information essay instead. This is an optional essay that you can add to your Common App.

The additional information prompt reads: “Please provide an answer below if you wish to provide details of circumstances or qualifications not reflected in the application. You may enter up to 650 words.”

The additional information essay is the perfect space to explain personal difficulties like:

• learning differences
• low grades or test scores
• special accommodations like extra time on exams
• disciplinary issues

If your learning difference hasn’t had a negative effect on your life, we suggest skipping the additional information section.

If you choose to write an additional information essay, you won’t have to choose between writing about your learning disability* or a different topic. You can save your personal statement for a more unique topic. Maybe your knack for knitting sweaters for penguins , love for Papa John’s pizza , or deep knowledge of Costco !

What If You Really Want to Write Your Personal Statement about Your Learning Difference?

As we have said, you should only write your personal statement about your learning difference if you absolutely can’t think of another topic! But at the end of the day, it’s your choice.

If you decide to write about your learning difference, then the Common Application’s Prompt 2 is a great option to back your essay into.

That prompt reads: “The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?”

This prompt asks for a story about resilience, which is exactly how we think you should write about your learning difference.

How Should You Address Your Learning Difference in a College Essay?

If you decide to write about the learning disability* in your application (preferably the additional information section), you should tell a story of success. Write about a struggle you overcame.

You don’t want your essay to present you as a victim. You also don’t want admissions officers to question your ability to keep up with college-level work. So do not dwell on your struggles or setbacks. Instead, celebrate your solutions and achievements!

A few questions to think about as you write your essay:

• How do you make lemonade out of the lemons that life has given you?
• How has your learning disability* affected the way you understand the world?
• How has overcoming your challenge made your more confident or assertive?

Whatever you write about your dyslexia, ADD, or LPD, we would recommend getting a second opinion before you submit your application. Ask a trusted friend, family member, teacher, or essay expert for honest feedback. At the end of the day, it is most important to tell a story that shows who you really are!

*You might have noticed that we used the terms “learning difference” and “learning disability” interchangeably in this article. The reason we did so is because the Federal Individuals with Disabilities Education Act (IDEA) doesn’t count learning differences or learning challenges as disabilities. In order to receive support, services, and equal access to employment, people need to be classified as having a Specific Learning Disability (SLD). More information on this here.

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Category: Admissions , advice , College Admissions , Essay Tips , Essay Writing , Tips , Topic Selection , Uncategorized

Tags: add , additional info , additional info essay , additional information , additional information essay , adhd , Admissions , admissions essay , admissions help , application , applications , applying to college , college admissions , college admissions essay , college applications , college essay , college essay advice , college essay advisors , college essay tips , common app essay , dyslexia , learning challenges , learning differences , learning disabilities , personal statement , writing about add , writing about dyslexia , writing about learning differences , writing about learning disabilities

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Learning Disability Essay

• Author Kimberly Ball
• Category General Essays

Disclaimer: This paper has been submitted by a student. This is not a sample of the work written by professional academic writers.

Any opinions, findings, conclusions or recommendations expressed in this work are those of the authors and do not necessarily reflect the views of StudySaurus.

Introduction

Learning disabilities can be defined as neurologically-based processing problems that interfere with processing problems and can interfere with necessary learning skills like reading and writing. Multiple learning disabilities are, however, not a life sentence to being attacked of a postsecondary educational experience. Anyone can have the disability which ranges from attention deficit disorders, learning, and other health-related disabilities. In this essay, I will emphasize different misconceptions that lie behind learning disability.

It’s wrong to argue that individuals with learning disabilities should not attend college. After Deborah was diagnosed with the learning disability, the supportive parents, little college assistance and excellent academic assistance have aided her to be one of the most fortunate students with the learning disability. Statistics also show that more than 9% of college student reports having learning disabilities of different magnitudes.

Learning disability should not also be related to the slower learner or mental retardation. Students were regarded as retarded and tracked down for options after high school. Many scholars like Albert Einstein, Thomas Edison, Louis Pasteur and Charles Darwin have aided in understanding learning disabilities over the years (Winner, 1997). Learning disabilities, however, does not exist if they are kept hidden. It was defined formally as a heterogeneous of disorders manifested by significant difficulties in the acquisition and use of reasoning, writing, reading, speaking, listening and mathematical disabilities.

Colleges are not eligible in inquiring learning disability in joining students. In the scenario that involves civil rights, colleges have been cited to include questions in their  applications for admissions that inquire about the disability of students. However, questions about disabilities on the application are generally prohibited.

Accepting learning disabilities is difficult and attempts at attitude adjustment towards seems quite challenging. However, students with learning disabilities should be assisted in camps by providing a positive attitude towards the disabilities. Students tend to complicate matters more for themselves by confronting others due to their disbelief and thus presenting cognitive deficits in areas necessary for college success. Improvements in the way learning disabilities have yielded progress, and the affected population deserves respect, acceptance, support, and encouragement.

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Learning Disabilities and the College Process: Navigating Admissions and Support Services

Navigating the college application process can be challenging for any student, but if you have a learning disability (LD), there may be additional layers to consider. Higher education institutions in the United States are becoming increasingly cognizant of the diverse needs of their student populations, including those with learning disabilities, such as dyslexia, ADHD or visual processing disorder. As you embark on this journey, understanding your rights, and how they change as you move from high school to college, is crucial in finding a college that will support your educational growth and success.

To start, it’s essential to recognize that colleges are mandated by law to provide accommodations and/or services for eligible students with disabilities. This means that after sending the proper documentation of the learning difference to the college which you plan to attend, the disabilities service office (sometimes called accessibility services), will review your file and determine which accommodations and other support services they will grant you. You will meet with them to review the plan and can appeal if you don’t think it is comprehensive enough. When applying to colleges, researching the support services each institution offers, like executive function coaching, tutoring, assistive technology, and accommodations such as extended test time can provide insight into how well a college can cater to your specific needs.

In preparing for college, you should also consider how to communicate your learning disability to your chosen institutions effectively. Self-advocacy comes into play here, as you’ll need to provide documentation of your disability to access resources. Moreover, understanding how to articulate the challenges you’ve faced and the strategies you’ve developed to cope demonstrates resilience and a proactive attitude, qualities that college admissions committees often regard highly. Many colleges with structured programs for students with learning disabilities will ask you to complete a separate application with questions that relate to how well you understand your strengths and weaknesses as a learner, if you an explain your needs, and ask about your history since you were first diagnosed.

On This Page

Understanding Learning Disabilities

Learning disabilities encompass a variety of challenges that can affect your ability to learn, process information, and communicate effectively.

Types of Learning Disabilities and Neurodiversity

Learning disabilities are neurological disorders that can manifest in different ways. Here’s a brief overview of some common types:

• Dyslexia : Characterized by difficulties with accurate and/or fluent word recognition, decoding and poor spelling abilities. There are different types of dyslexia such as auditory, visual, rapid naming or a combination.
• ADHD (Attention Deficit Hyperactivity Disorder) : Affects your focus, self-control, and ability to sit still, though some students primarily have the inattentive type and have no problem sitting still. It can impede organization and time management.
• Executive Function Disorder: Behavioral symptom that disrupts a person’s ability to manage their own thoughts, emotions and actions.
• Autism Spectrum Disorder : This can influence how you perceive the world, causing challenges with communication and social interactions.
• Visual Processing Disorder : Makes interpreting visual information challenging, affecting reading and comprehension.
• Auditory Processing Disorder : This leads to difficulties in processing and interpreting sounds, especially when there is background noise.
• Slow processing speed: When much more time is required to take in, make sense of, and respond to information including visual information such as letters or numbers. It can also be auditory such as spoken language.
• Dysgraphia: Poses challenges with writing such as letter formation, rate of writing, letter spacing, fine motor coordination, grammar and composition.
• Dyscalculia: Impacts the brain areas that handle math, numbers and understanding of related concepts.
• Dyspraxia: Can impact fluency of speech or fine-motor skills such as writing or gross motor skills and coordination. It can often occur with conditions such as ADHD.
• Non-verbal learning disability : Impacts non-verbal skills such as motor, visual-spatial and social.

Each learning disability requires a unique approach to accommodation and support.

Federal Laws and Educational Rights

You are protected by several federal laws that ensure educational institutions provide the necessary accommodations for students with disabilities. Before graduating from high school you are covered under the following laws:

• Section 504 of the Rehabilitation Act : Requires schools to provide appropriate accommodations so students with disabilities can participate equally.
• The Individuals with Disabilities Education Act (IDEA) : Ensures specialized services for individuals with disabilities up to secondary education but doesn’t apply to colleges. However, the spirit of IDEA influences post-secondary education policies.

Once you graduate from high school, you are protected under the following law:

• The Americans with Disabilities Act (ADA) : Prohibits discrimination against individuals with disabilities in all areas of public life, including college.

These laws mean that if you have a documented learning disability, colleges are required to offer reasonable accommodations. For instance, if you have dyslexia, you may receive extra time on tests or texts in alternative formats such as audiobooks. Students on the autism spectrum often benefit from tailored support services to assist with social and communication skills. Academic coaching could support those with ADHD by providing strategies to improve executive function. Embracing neurodiversity is becoming a clear objective in college inclusivity practices, ensuring a range of cognitive differences are supported.

Preparing for College Admission

Navigating the college admissions process can be challenging for high school students with learning disabilities. Your preparation should be thorough, starting early in your high school career and taking advantage of resources like school counselors. Applying for accommodations for either the SAT or the ACT early in high school allows time for you to appeal if you are not approved. For the SAT and AP exams, once you are approved by College Board your accommodations will be in place for the duration of high school. ACT requires you to register for a test and then work with your school’s coordinator to submit the required paperwork for requesting accommodations, so this typically occurs in junior year.  Developing strategies for standardized testing such as deciding which test is a better fit and how you will prepare for the exam (tutor, class, or self-study) are critical steps toward college admission.

High School Preparation

The Role of Admissions Consultants

Admissions experts are pivotal in guiding you through the college admissions process. They can assist in developing an educational plan that aligns with your career aspirations and learning needs. Counselors can also help interpret test scores and identify colleges with suitable support programs. Ensure you meet with them regularly to discuss your progress and any adjustments you may need to make in your preparation.

Standardized Testing Strategies

Standardized testing can be a hurdle, but there are strategies to help you succeed. It’s crucial to understand how your learning disability may impact test-taking and to seek accommodations if necessary. You might qualify for extended time or the ability to take exams in a less distracting environment. Consistent practice and familiarization with the format of standardized tests can also improve your performance.

• Practice: Regularly engage with practice materials for tests like the SAT or ACT.

Crafting a Compelling Application

The college application is your opportunity to showcase your unique strengths and experiences. A well-crafted application includes an honest and engaging essay, detailed extracurricular descriptions, and strong letters of recommendation.

• Essay: Write a personal essay that conveys your resilience and how you’ve managed your learning disability.
• Supplemental Essays: Colleges ask their own questions such as “Why do you want to apply here?” or “Why did you list the major you chose in your application, or, if undecided, what academic areas do you plan to explore?” These essays can be even more important than the personal essay as you are making an argument for why you are a good match for the college. You are connecting yourself and your interests to the specific college.
• Letters of Recommendation: Choose recommenders who know you well and can speak about your academic and personal growth.

Be sure to highlight specific aspects of your high school experience that reflect your readiness for college and accurately represent your abilities and achievements.

Navigating College Admissions

The admissions journey requires comprehensive understanding and strategic planning, especially when you have a learning disability.

Understanding the Admissions Process

Most colleges and universities have an admissions process that evaluates your academic achievements, extracurricular involvement, and personal essays. Familiarize yourself with application deadlines and required documentation, as these vary by institution. Higher education institutions typically detail their admissions criteria on their websites and provide contact information for their admissions office. Some disability support programs will require a separate application.

• September—April: Determine your criteria for what you seek in a college, research and visit colleges, draft activities resume, assess the type of accommodations and support you will need in college
• May—July: Ask for recommendations and complete your personal essay
• August-October: Complete supplemental essays and applications, and do interviews where offered.
• October–January: Submit applications
• April-May: Review acceptances and financial aid offers, attend accepted student days, and make your decision.

Selecting the Right College

Your college search should focus on finding an institution that aligns with your academic goals and offers support for your learning disability. All colleges that accept Federal funding are required to offer accommodations. You may need more than accommodations so look for colleges with structured learning support programs, academic coaching and other academic support as needed.

Considerations When Choosing a College :

• Academic programs related to your interests
• Support services for students with learning disabilities
• Class size and faculty-to-student ratio
• Location and campus culture
• Research, co-op and internship opportunities
• Sports and extracurricular activities relevant to your interests
• Financial aid and scholarship opportunities
• Size of their endowment and evaluation of their financial health

Disclosure of a Learning Disability

The decision to disclose a learning disability is a personal one. The only way to receive support in college is to disclose your disability to the disability service office. You do not need to disclose to admission to receive support. If you discuss your disability with the disability office during your application process they will not share that information with the admissions office. Here are some considerations regarding disclosing to the admission office:

• An opportunity for the admissions committee to view your application holistically.
• To clarify any inconsistency in your academic record that would be explained by disclosing
• Potential for bias, although many colleges value diversity and inclusiveness.
• Personal privacy preferences.
• If there is nothing amiss in your academic record or extracurricular profile there may be no need to disclose to admission.

Disclosing after acceptance can ensure that the institution offers accommodations and resources to support you from the start of your college experience.

Support Services in Higher Education

Colleges and universities have specialized services to support your academic journey, particularly if you have a learning disability. Understanding the resources available can empower you to seek the necessary support for a successful college experience.

Disability Services Offices

Your first point of contact should be the Disability Services Office (DSO) at your chosen institution. The DSO serves as the central hub for managing and coordinating support for students with learning disabilities. You are required to provide disability documentation to this office to verify your eligibility for support services. Once your documentation is reviewed and you are deemed a qualified student, the DSO will work with you to determine appropriate and reasonable accommodations.

Accommodations and Resources

Accommodating students with learning disabilities is a priority to ensure academic success. Reasonable accommodations are adjustments to your academic environment that help level the playing field. These might include:

• Priority registration
• Extended time on exams
• Note-taking apps
• Alternative format for course materials
• Quiet testing locations
• Assistive technology
• Language waivers or course substitutions depending on the college/major requirements
• Reduced course load
• Housing accommodations

Modifications are rarely if ever granted in college. An extended deadline for an assignment may be granted on a case-by-case basis in special circumstances but not as a routine accommodation. Substitution of assignments is not typically approved.

Remember, accommodations are tailored to your individual needs and are provided to help you fully engage with your coursework.

Peer Tutors, Professional Tutors, and Academic Support

Universities often offer peer tutors and other forms of academic support to supplement your learning experience. Peer tutors are typically fellow students who excel in their subject areas and have been trained to assist their peers. Engaging with a peer tutor can help reinforce your understanding of course material and improve your academic performance. Some colleges have professional tutors who are trained in understanding learning disabilities.

• One-on-one tutoring sessions
• Group study sessions
• Workshops on academic strategies
• Academic coaches for organization, time management, planning
• Supplementary instruction for notoriously challenging courses
• Writing tutors housed in a writing center
• Quantitative centers for math and related support

In addition to peer tutoring, many institutions receive federal funding to provide comprehensive academic support programs, often housed within disability resource centers. These centers staff trained professionals who can provide specialized assistance and facilitate the use of accommodations.

Academic and Social Adjustments

When you transition from high school to college, academic and social adjustments are crucial for your success. It’s important to understand how your learning disability will interact with this new environment and use the support systems available to navigate both academic and social challenges.

Transition from High School to College

In high school, you may have had structured support and an individualized education plan (IEP)  tailored to your learning disability. College, however, brings a greater demand for self-advocacy and self-regulation. As you attend college, become familiar with the college’s disability services office. They can assist with academic accommodations, including exam accommodations or note-taking services.

Achieving College Success

To succeed in college as an LD student, time management and organizational skills are vital. Utilize planners or digital apps to track assignments and deadlines. Strategies that played a role in your ability to graduate high school will still be important, but they will need to be adapted to fit more complex and demanding college coursework.

Engage with professors and teaching assistants early in the semester to discuss your disability and the potential impact on your coursework. Be proactive in seeking help; regular visits to office hours and tutoring services can help keep you on track. College success often hinges not just on your intelligence, but on your ability to leverage resources effectively.

Your application process may have involved considering colleges based on their provisions for LD students. It’s crucial to continue making informed choices about which courses to take and which extracurricular activities to engage in, ensuring they align with your strengths and accommodations. See your advisor as you choose courses and also get input from your contact in disability services.

Social Integration and Networking

The college experience is more than academic achievement; social integration and networking play a significant role in a comprehensive college experience. LD students may face unique social challenges, such as difficulty with social cues or executive function issues that can affect the organization and planning of social activities.

Joining student organizations and study groups can improve your social networks and offer peer support systems. They can also provide informal learning opportunities outside the classroom, where you can develop interpersonal skills and build a community that appreciates your unique talents and perspective.

College students, especially those with learning disabilities, can benefit from mentorship programs where they are paired with upper-class, graduate students or faculty that understand the student’s disability. Such programs can serve as a social bridge and provide additional insights into navigating college life successfully.

Remember, your college offers various resources to facilitate your transition and aid in your success, both academically and socially. Embrace them, and remember that your learning disability is just one facet of your college experience.

Educational Advocates College Consulting: Supporting Students with Learning Differences in Admissions

As you navigate the complex college admissions landscape, Educational Advocates specialize in guiding you if you’re a student with ADHD or other learning differences .

• Building Your College List : We help pinpoint institutions that offer the necessary academic support, increasing the likelihood of your success.
• Transition Strategies : Advisors work to ensure your transition to higher education is seamless, focusing on institutions that embrace neurodiversity.
• Academic Support : We identify and explain the various types of academic assistance available to you, so you can fully utilize these resources.
• Test Guidance : You’ll receive advice on standardized testing and the implications of test-optional policies.
• Disclosure Advice : We assist in deciding if, when, and how you should disclose your disability, ensuring your privacy and advocacy are balanced.
• Self-Advocacy : By fostering self-advocacy skills, they prepare you to independently navigate college life.
• Skill Building : You will be assessed for college readiness and guided in building skills for a successful college experience.

Working with an ADHD college consultant or college admissions advisor for students with learning differences means having a knowledgeable partner in your corner. We are well-versed in strategies that support students like you in achieving your academic goals. With our help, you can approach the college admissions process with confidence and clarity.

When navigating the college process with learning disabilities, preparation and knowledge are your strongest allies. Colleges are increasingly recognizing the diverse needs of all students, including those with disabilities. As a neurodiverse student, you are eligible for reasonable accommodations to ensure your educational experience is accessible and equitable.

Tutoring, writing and math centers and coaching are part of the spectrum of accommodations available. These are designed to address the significant gap that might exist in your learning experience. It’s important to remember that accommodations don’t alter the fundamental outcomes but rather level the playing field.

Many schools have adapted their policies to support students with disabilities more comprehensively. This means your list of potential colleges is wider, and your chances of integrating into a college that understands and supports your needs are high. Grade improvements are often seen when adequate accommodations are in place, which could positively reflect on your grades.

To ensure you make the most informed decisions, research each school’s policy on accommodations. Your grades represent only a part of your potential; many schools are looking beyond traditional metrics to build a diverse and inclusive student body.

Remember, your learning disability is one aspect of your rich profile as an applicant. With the right support and a proactive approach to utilize all the accommodations available, you can thrive in the college environment.

Frequently Asked Questions

Can students with adhd succeed in college.

Yes, students with ADHD can succeed in college with the right support and strategies. Many colleges offer resources like extended test time, note-taking services, and academic advising tailored to students with ADHD.

Is it easier to get into college if you have a disability?

Having a disability does not inherently make it easier to get into college. Admission processes aim to be inclusive, and schools must comply with laws that prevent discrimination based on disability. However, colleges look at a broad range of factors beyond a student’s disability when making admission decisions.

Should I disclose a disability on a college application?

Disclosure of a disability on your college application is a personal decision. If there is a discrepancy in your academic record, disclosing will allow the admissions office to. understand your academic record within the context. It may be unnecessary if your academic record is strong.

Does ADHD count as a disability in colleges?

Yes, ADHD is recognized as a disability assuming the student was on an IEP or 504 plan in high school and has documentation that shows that the ADHD impacted the student’s ability to access the curriculum. This recognition means that you can request accommodations through the college’s disability services office, provided you submit the required documentation of your diagnosis.

Empowering high school students to thrive academically and personally, Educational Advocates offers comprehensive college admissions assistance tailored to your individual needs and aspirations.

(617) 734-3700 [email protected]

Educational Advocates College Consulting does not discriminate on the basis of race, religion, gender, citizenship, ethnic or national origin, age, disability, sexual orientation, gender identity or expression, in providing its services.

How to Navigate College Admissions With a Learning Disability

Disclosing a disability on your application is a personal choice, experts say.

Learning Disabilities and College Apps

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While the procedural part is stressful, experts say students with learning disabilities who are applying to college often struggle most with deeper questions that are unique to their situation.

The college admissions process can be overwhelming for any student, but it can be especially challenging for those with learning disabilities.

"Many of the students we work with struggle with organizational skills, anxiety and writing," Eric Endlich, founder of Top College Counselors, a college consulting company that works with neurodivergent students, wrote in an email. "So the major tasks involved in the process – building a college list, crafting compelling essays and completing their applications on time – all present challenges."

College applications take a lot of time, research and planning, and they often require executive functioning skills that some students with learning disabilities may lack or struggle with, experts say. For these students, it's crucial to break the application tasks down individually to simplify the process and start on them as early as possible. Creating and sticking to personal deadlines, as well as being aware of each school's deadlines, can help avoid procrastination and alleviate related stress.

Should I Disclose My Learning Disability on My College Application?

This is often one of the first questions students and parents ask and one of the most misunderstood parts of the admissions process, experts say. There is no requirement to disclose a learning disability on a college application, and it's illegal for colleges to discriminate against students with any kind of disability.

"People think that if you disclose your disability that they’ll definitely not admit you. Some think if you disclose your disability it’s going to give you this huge jump and you’re going to go over these other students. There’s no data supporting any of that," says Elizabeth Hamblet, an independent college learning disability specialist and author of "Seven Steps to College Success: A Pathway for Students with Disabilities."

"The admissions deans that I have spoken to say that neither of those things is true," she says. "Disclosure should be the student’s choice."

Some experts say disclosure can provide valuable context to a student's academic profile, particularly for those who have a low GPA or struggle in certain subjects, score poorly on standardized tests like the ACT or SAT or have significant changes in grades while in high school.

"For example, if a student is diagnosed with ADHD during high school, starts taking medication and demonstrates improved grades, it might actually work to a student's advantage to explain this course of events," Endlich says. "I also work with many students who are proud of their autism or neurodivergence as a central part of their identity and choose to write about it proudly in their essays ."

Some admissions officers may see it as an example of a student's character and perseverance, says Jordan Wright, chief clinical officer at Parallel Learning, an advocacy group that helps students with learning disabilities get evaluated and the needed accommodations and resources.

"Students who have had some challenges and setbacks but have pushed forward and pushed through them with support of others and reasonable accommodations, colleges and universities tend to love that," he says. "So I tend to discourage people from hiding their learning differences in their application.”

Students can disclose information either through a personal essay , on the "Additional Information" section on the Common App , through a letter from their school counselor or directly through a conversation with an admissions counselor. While students may focus on their learning disability in their application, it may not always be necessary, says Liz Doe Stone, a senior private counselor for Top Tier Admissions, an admissions consulting company.

"If it’s not something that has had a really dramatic effect, like a particular dip in grades, we wouldn’t recommend students disclose that or work it into an essay just because most colleges want to know about how you think, what excites you academically, how you’ve contributed to your community, and the type of leadership you’ve shown in school or your community," she says. "So you wouldn’t want to dwell or take up precious space in your application materials trying to explain something."

How Do I Decide Which Colleges to Apply to?

Researching colleges and deciding which to apply to can be another stressful part of the admissions process. For students with learning disabilities, it's important to find schools that will meet their specific needs. Not all schools offer the same types of support, and what that support looks like will likely be much different than what students were used to in grades K-12 when they were on either an individualized education program or a 504 plan , Hamblet says.

"There’s so much misunderstanding about what happens when students get to college," she says. “People think IEPs are still valid, which they’re not. People think 504 plans are still valid in college, and they’re not. It’s really important to understand all of this because, in some cases, students have been receiving accommodations that they’re not going to get in college."

Any school that accepts federal money is legally required to provide accommodations for students with disabilities, per the Americans with Disabilities Act. For example, students who need extra time on tests, need to take exams in a separate room free of distractions or need to record a lecture due to attention deficit are allowed to do so.

Some schools do the bare minimum to meet these students' needs, while others go above and beyond, Hamblet says.

For example, a student who is blind or visually impaired is eligible to receive the course's text in an alternative format, such as audio or larger print. For a blind student, a college must make sure any text a professor assigns as a reading is accessible and can be read by screen-reading software. The school isn't required to provide the software, but some do, and it's worth researching how far each school extends its support, she says.

Many schools offer fee-based programs that allow students with learning disabilities to pay for services that colleges aren't required to provide.

For example, the Strategic Alternative Learning Techniques (SALT) Center at the University of Arizona offers tutoring, workshops on reading strategies and exam prep, educational technology such as screen-reading software and note-taking apps, and psychological wellness services. Students must pay for these services.

Some schools, such as Beacon College in Florida and Landmark College in Vermont, exist specifically to serve students with learning disabilities.

"What I want to get away from and be cautious of is that when people learn that there are schools with fee-based programs or two that are just for students with disabilities, they may think they should direct all their students with disabilities to these colleges," Hamblet says. "But not everybody needs that level of support or wants it."

Students should determine the level of support they'll need, then research a school's website to see if it offers any support specific to a certain learning disability, Hamblet says.

All the different types of support offered aren't always listed, so before applying students should contact the disability services office to learn the full scope of services.

"Accommodations represent the foundational level of support that every college provides, though of course the staffing levels and backgrounds can vary quite a bit," Endlich says. "Only a fraction of colleges offer comprehensive support programs with academic coaching, peer mentoring, workshops, social events, priority registration and other components."

When completing the application and going through the admissions process, it's best to work with a team that includes teachers, parents, counselors and mentors, Wright says. This can help divide up certain tasks and make the process successful.

"Many students, especially with learning and thinking differences, have had a lot of experiences where they have not succeeded," he says. "They’ve been given these large projects and not given the accommodations they need to succeed or the supports they need to succeed, so they’ve had these experiences where it’s not been successful, and we don’t want to replicate that. We don’t want to trigger the emotional memory of them not succeeding in these large, cumbersome projects."

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Teaching Strategies for Students with Learning Disabilities

There are things that you as a writing teacher can do, so that you do not end up on these frustrated and misunderstood students' long lists of impatient instructors. There are ways you can help students compensate for learning differences and there are strategies you can teach them that will help them become more effective readers and writers.

Introduction

Guide focus.

• What are Learning Disabilities?
• Role of Formal Assessment

LD Students in Your Composition Classroom

Ld students in a writing center tutorial.

• Teacher Resources

Annotated Bibliography

Relevant web sites.

• Citation Information

Think about the first time you drove a car. Imagine yourself staring at all of the unfamiliar levers and knobs and pedals, at the panel covered with gages and numbers. Try to recall sitting frozen in the unfamiliar driver's seat, frantically going through all the steps you had to remember just to get the car out of the parking spot. It is hard for most of us to remember how overwhelming it was to process and recall all of those steps: to pay attention to the road, to remember the rules, drive the car, and to follow directions. There was also probably a very nervous and impatient instructor who couldn't seem to cover up her frustration at your clumsiness and your inability to remember all of the steps: for her, driving had become second nature.

Like driving a car, reading and writing are complicated processes; each requires numerous instantaneous and simultaneous steps, steps most of us complete without a second (or even a first) thought. Most of us probably cannot recall what it was once like to learn how to read and write, and certainly a great number of us never had to deal with another level of challenge, a learning disability that made these steps even harder to complete.

For many people with learning differences, the challenge of reading and writing are like having to learn to drive again every single day. The steps it takes to write that sentence or read that paragraph are not internalized, but rather feel like huge barriers between the student and the completion of an assignment. And you, the writing teacher, are like that frustrated instructor who cannot understand why this student cannot simply "drive" (or write, or read, or remember, or apply knowledge . . . ).

Because there is so much information out there on every kind of disability, every kind of assessment, and every kind of resource, I have chosen to focus this packet specifically on things that you can (with your limited time) do in your CO150/250 classroom or in your regular writing center tutorial. I will not talk about how to teach a class that is specifically for teaching writing to LD students, nor will I cover other types of classes (math, etc.). My focus is specifically on writing, and reading that leads to writing (see Lipson for a useful explanation of the connection between reading and writing for students with LD). There are also other excellent resources for using technology with LD students, which I will also not attempt to cover here. This packet will provide some background on the research done on learning disabilities, on the types of "common" learning differences, how you might be able to spot signs that a student has a disability, and finally, will provide some specific activities and strategies you may employ as a teacher or tutor. Everything that I have provided in this packet is an accumulation of extensive research. Rather than relying on one single source, I have chosen to offer a broad and collaborative overview of the research. The appendix activities have all been adapted from several different texts, as well as suggestions from experienced LD writing teachers. For more information on specific LDs, refer to the texts I have listed in my Bibliography and to the related Web links listed after the appendices.

What Are Learning Disabilities?

You have probably heard of learning disabilities. You probably have also heard of 'learning differences," "specific learning styles,' and "different learning abilities." Do all of these describe the same thing? The answer to this question is a difficult one to address. There are many numbers of perspectives on learning, different epistemological perspectives that shape these descriptions, and many different interpretations of these perspectives. The purpose of this paper is not to try to decide which is accurate, nor even to negotiate between them. I will offer a very brief summary of the different perspectives, but will then propose that despite the perspective on cause, effect, and "treatment," certain students are having trouble with reading and writing, and there are strategies out there that can make these activities, well, less "trouble." Neurological, developmental, hereditary, social. Do not think of this as anything to do with intelligence (in fact, opposite -- see yourself as helping a brilliant student be able to tap that brilliance)

The easiest way to think of learning differences is: something "which affects the manner in which individuals with normal or above average intelligence take in, retain, and express information."

Working Definition

One problem with the label "learning disabilities" encompasses a huge number of related and unrelated learning patterns, social and psychological problems, and in some of the research I found, also physical problems like visual and hearing loss. The easiest "types" of learning differences to describe are: dysgraphia "difficulty writing," and dyslexia, "difficulty reading." Dyslexia, generally, is a disorder that affects the student's ability to make sense of printed material (note that this includes the notes you write on the overhead and chalkboard!). Most of us think of backward letters when we think of dyslexia, but that one of the manifestations of more serious problems than switching "d" and "b." These reversals also work at the sentence level: "to go the store" for "go to the store," and at the conceptual level: the student might start with the "middle" part of what she wanted to say, then end a sentence with an unfinished sentence, the "start" of the concept she intended.

College Students with LD

Research has shown that more and more students with learning disabilities are entering college these days, so it is likely that as a CO150 instructor or a consultant in the Writing Center you will come one of these students; sometimes that student has just gone through formal assessment and are just starting to learn compensatory strategies; sometimes students have known about their learning differences since kindergarten and feels comfortable with using university resources; sometimes, in fact, you may never be able to tell (and they may choose not to tell you) that they have learning disabilities because they are able to compensate ("Tutor Training"). Often, however, students might not know that they have learning disabilities. They are likely to think that they are just stupid or slow, and have long since accepted that writing and reading are things that they just "can't do."

Informal Assessment

Rather than define learning disabilities by their causes, I will rather describe them by their manifestations: how can we recognize them? Assessment can be as simple as looking at spelling errors, and as hard as trying to assess whether your student is a sequential or spatial learner. However, you do not need to know complicated terminology in order to do an informal assessment, to realize that your student might indeed have a different learning style than others you have encountered. For the most part, informal assessment is about patience and trial and error.

Many students who have mild LDs will have found ways of compensating without ever realizing that they have made these changes. You will generally never know about these students' learning differences because they do not exhibit the same "evidence" in their writing. On the other hand, students with moderate to severe learning problems will probably not have been able to compensate themselves and their problems will manifest themselves in their writing samples. The following is a general description of external "signs" of LDs. For a more detailed list of "textual" symptoms, see attachments 3 - 5.

External Signs

Most of the time, CO150 students are freshmen or sophomores. However, students who have serious reading and writing troubles will often go against the advice of their advisors and will come to your class at the "last minute," i.e. as a second semester senior. Often, this student will have gone through a writing center tutorial, but will wait to sign up for composition several semesters after that tutorial is over. Writing Center consultants have the advantage of a copy of the student's CO150 placement exam (often the graders will mark the exam with "LD" if they suspect that the student might have one). Tutors, then, have the advantage of suggesting that students with possible LDs take the "LD section of CO150.

Obviously, writing center tutors will also have an advantage over classroom teachers in observing a student's process. In one-on-one tutorials, we can look very closely at the ways a student handles a reading or writing project. However, here are some basic "symptoms" to watch for in your writing classroom:

A student who already knows about his LD might have become comfortable with various resources and strategies, and might even have developed a positive perspective on his learning style. However, a student who has never been assessed and encouraged might be used to being called "lazy," and may act just that way in your class. This student might even act incompetent, immature, hostile, demanding or withdrawn. This may be the biggest challenge in front of you, because years of these socially enforced labels will work against you despite your attempt to draw this student out and convince him that he can be good students.

Often, this student will turn in late, incomplete, and/or poorly done work, but in response to a different sort of assignment suddenly excel. The cause of this might be that you have suddenly tapped into the strengths of this student's particular learning style. Take this as a sign, and perhaps give this student the opportunity to "explore" this strength more. For instance, if you give them a very different sort of assignment and they excel suddenly, you may have just tapped into one of their "strength" areas. However, and this is perhaps the most frustrating problem in trying to assess a student's needs, LDs tend to manifest themselves inconsistently. In any case, if you suspect that a student might have an LD, and you can find an opportunity to look at both the student's Process and Purpose, teaching strategies will be easier to apply. For instance, looking at how a student reads:

• Process: taking a look at the way a student goes through the process of reading. You can have the student read aloud (but be sure that you emphasize that you will not be evaluating or judging her), or have her read quietly as you pay attention to how long it takes her to read the text.
• Purpose: after the student has read the text, you can ask questions that will assess comprehension, questions that deal both with retention of content, and the student's ability to interpret, analyze, or personalize the content. (see attachments 3-5 for a list of potential questions, and for a list of possible symptoms to watch for).

The Role of Formal Assessment

This guide does not suggest that a writing teacher or tutor is in any way qualified to do a formal assessment of learning disabilities; we can spot potential problems and adapt our teaching activities to accommodate these, but we should not try to "decide" whether a student has a disability, and we are never to tell a student that they have one. Can you imagine the distress a student might experience if she is suddenly told that she has a "disability?" Can you imagine what might happen if you have misdiagnosed a student in your haste to help him?

On the other hand, if you find through your informal assessment that your student seems to have some of the problems I will list in this packet, it could be a tragic lost opportunity not to help that student get the compensatory strategies that might improve his or her academic and professional success. It can be such a relief for students who have struggled their whole lives to find that there are things that they can do to excel as students; they might be very appreciative that someone finally didn't simply think they were slow, or ignore the problem hoping that someone else would deal with it.

As you know already, teaching writing is a difficult, sometimes frustrating and sometimes rewarding, experience. We often have to wonder whether we are "getting through" to our students at all, and whether what we do is really making them more effective critical thinkers, readers, and writers.

Teaching writing to a student with a learning difference, who may not have easy "access" to the strategies and skills we are teaching, can turn moments of speculation into moments of absolute frustration.

Potential Frustrations

• Sometimes we will suspect that a student is struggling in our class as a result of a learning disability, but we don't feel like we have the extra time and energy to accommodate this student.
• Maybe we are scared to approach the student with something like this and hope instead that our regular teaching strategies will be enough.
• Or, we will try to help a student and find that he or she simply has no interest in being "accommodated."
• Finally, and perhaps the most frustrating experience for both teacher and student, a student might have come to grips with his or her LD and has the enthusiasm and dedication needed to learn and apply new strategies, but somehow nothing we do seems to work to make this student a better writer.

Coping Strategies

In his essay "Apprenticed to Failure: Learning from the Students We Can't Help," Steve Sherwood (an experienced writing teacher and tutor) describes an unsuccessful experience he had with an acknowledged student with LD: "Such failure leave bitter memories. They threaten our self-concept as benevolent and capable helpers" (50). He argues, however, that we can use these experiences to help us understand what we need to learn more about. Rather than remaining irritated by our own lack of time, energy, experience, and knowledge, we might find ways that we can learn from these students.

• We can listen to them and keep trying again, rather than despair that a certain strategy hasn't worked.
• We can try something else, and something else again, and something else again.
• We can try to have patience with ourselves and with our students.

Potential Difficulties

But how about those students who want nothing to do with your "special" help? First of all, you need to keep in mind that you are dealing with students who are going to have (or have had) a very difficult time in college (Hutto). If they are unaware that they might process information differently than their classmates, they will probably come to your class quite used to being (and expecting to be) misunderstood and ignored. Although you can do your best to make the accommodations possible within the time (and energy!) you have, you need to remember that:

• You will not ever be able to "fix" these students
• You cannot take responsibility for the student's success. Your motivation will not be enough for both of you. You can offer her a certain amount of accommodation, resources and strategies, but you cannot motivate a student who won't be motivated, and you cannot force a student to find help.

Student's Role

The reality of having to take a required writing class or even a one-on-one writing tutorial can instill fear in even the most successful of students. Writing is for so many a very intimidating activity; it is no wonder that students who have more difficulty reading and writing than their peers are simply resistant to the idea that they will ever become "good" writers.

Although students with LDs have been listening to and speaking English for almost as long as you have, their different learning styles have prevented them from being able to apply the "templates" these experiences provide for more standard learners. Often, they are not aware of the mistakes they are making, and cannot understand why they are being misunderstood.

They have been called lazy, dumb, and unmotivated, and they are probably frustrated, anxious, and insecure. They often rely on the things they are good at and repel those activities they are not (which tend to be just the sort of things we assign in composition classes). Often these students did all right in high school, but are suddenly having difficulty in college.

What does all of this point to? The reality is that these students will have to work harder than students with traditional learning styles; they have to be more mature college students, more organized, more focused, more self-motivated, more ambitious, and more consistent. If they fall prey to the temptations other students are allowed, they are much more likely to fall behind and drop out of college. It will also take them more time to complete assignments, and they will have to make that time during schedules equally as busy as their classmates.' Again, you can try to inspire this kind of enthusiasm, but you cannot provide it.

If you have pointed out the available resources on our campus, have done your best to accommodate the student in your class or tutorial, and have provided the strategies you think might help, it is up to the student to get formal assessment and to make use of the other resources available.

Teacher's Role

As I noted before, as teachers of composition we are in the perfect situation to help students with LDs. One of the reasons for this is that most of the problems these students have are in the process of reading and writing. Because much of our teaching revolves around these kinds of processes, much of what you do already in your composition class will be of use to students with LDs; you probably already emphasize the importance of drafting and revising, vital steps for students who cannot produce a "quick and clean" final draft in one sitting. You might also consider giving your class various "process" due dates, which will help motivate a student who has trouble getting writing done on time.

Peer workshop and response are also probably important parts of your pedagogy. However, students with LD can become very uncomfortable with peer responding. Sometimes they have a difficult time with proofreading and revising their own drafts, much less their peers' drafts. In addition, they might feel bashful about sharing their own rough drafts, which might have many proofreading and coherence problems. You can encourage students with LD to go to a Writing Center consultant for help working through a peer draft, or to do a pre-workshop tutorial on their own drafts. Or, you might have these students bring the draft into a conference with you. One experienced LD teacher suggested that, if these strategies do not help curb the student's fear of peer workshops, you might allow this student to be absent on the day of the workshop, with no penalty, or set them up with a regular writing center tutorial.

It is very difficult for a writing teacher/GTA, who already has very limited time, to give one LD student a lot of extra time. It is important for you to realize that you are NOT watering down the content of your class -- you are simply accommodating different learning styles that are generally ignored in traditional classrooms. In fact, most of the accommodations you can make in your classroom will be beneficial to all types of learners. On the other hand, it is going to be such a benefit to students with LDs if you give them extra office-hour time to work on strategies. You might also make them aware of the Writing Center where they can get more one-on-one attention. Most of the suggestions for accommodation that I will include here and in Attachment 1 are ideas that any teacher can employ without making huge adjustments -- good practices for any effective teacher. Attachment 2, then, offers you ideas that you can pass on to your students and strategies that they can employ on their own.

Students who have not been formally diagnosed and more acquainted with their learning process probably won't think to ask themselves why they are having trouble remembering what they have read, or writing an organized paper. Generally, a student will probably give up on an activity before "assessing" exactly what the "trouble" is. It is your difficult job, then, to "dig around" in that student's process and access the areas that are causing problems.

You are also in the unique position of having the student practice strategies over and over again. Remember, in one semester you are not going to be able to "solve" all of this student's problems. You may need to focus on one or two strategies that the student can practice and employ for the rest of his or her life. Note that you will probably need to discuss your plans with the director of the Writing Center if there are requirements for how many drafts the student writes in the tutorial.

• First, it is important to develop trust and rapport from the start - wait until you and your tutee are comfortable with each other before you try to informally assess his difficulties and find compensatory strategies.
• Learning disabilities are not constant or consistent. Therefore, you will need to be able to constantly watch, adapt, revise, assess, and ask questions. What might work one day is not guaranteed to be the best approach the next.
• Give your tutee constant feedback and opportunities to employ the strategies you taught in your tutorials.
• You have an advantage that classroom teachers don't have; you can get the student used to reading aloud to you. Something that might be humiliating to a student in a classroom might be easier if you have set up your tutorials as a "safe" place. The student can then practice reading outloud.
• acquire an understanding of various strategies available
• decide which might be the best for this student and this activity
• break down learning process into bite sized chunks
• decide which are the most important steps
• decide which order they should be in
• be able to explain the relation of each step
• be able to explain the purpose of the strategy

Appendix 1: Classroom Accommodations

Some of these strategies are things that you probably already do in your classroom--they benefit all kinds of learners. Some also require fairly simple additional accommodations for students who do not do well in standard classroom environments. I have geared these suggestions toward CO150/250; I have not included information about testing students, since we generally do not test students in our composition classes. However, Attachment 14 offers some advice for students facing a testing situation.

At the start of the semester:

• Let the class know that you will allow them to use tape recorder to record the class
• Encourage (or require) the use of a wordprocesser, spellcheck
• Let your students know about the Writing Center (give it a good ‘pump')
• Pick a reader that includes study questions
• At the beginning of the semester, provide a clearly written schedule of the class, your expectations, a time line, and the required readings for the class. Go through this whole class plan/policy verbally in class
• Make the student is aware of other campus support services and the kinds of resources at their disposal, such as

- textbooks recorded on tape

- student notetakers

Classroom activities/set-up:

• Provide written copies or detailed outlines of lectures or points made in class
• Be willing to break the class itself up into shorter activities (in other words, change gears once or twice to re-stimulate attention spans)
• Speak clearly, slowly, and with expression
• When giving a lecture or an assignment, offer the students several forms of the material. You might refer to an outline on an overhead as you speak, and also provide written copies of the assignments/materials (in other words, provide both verbal and written versions)
• Speak facing the class
• Avoid calling on students without warning    
• Explain technical or new vocabulary
• Start the class by reviewing the last class and giving an overview of what you are going to cover today. Then, at the end of the class, review the main points you covered
• When a student asks a question that requires you to repeat something you already said or was already in the reading you assigned, repeat the information patiently

Assignments :

• Break tasks into smaller parts, or help the student do this
• Provide students with examples of satisfactory and unsatisfactory work, with explicit reasons and criteria
• Leave space for notes on handouts so that they are easy to read, and so that students can write notes on the margins
• Try to allow students with LD both written and verbal feedback on assignments
• Allow for alternative measures; in other words, if a student has an extreme difficulty with collaborative work, allow her to work alone, etc. If you have noticed that a student has particular success with one type of activity, you might encourage the student to use this more often
• Provide students with a few prompts or questions that will guide their reading of a new text
• If you assign a reading, be sure to cover it in class; talk about the main points, and ask the students for their responses to the assigned questions/prompts. One effective device is to have them respond to the readings in journals or on notecards.
• Provide an LD student with more time on an assignment, but give her an enforced due date ("whenever you want to turn it in" will not work with many students who have trouble organizing their time).

Appendix 2: Strategies for LD Students in Writing Classrooms

• If you think you might have a learning disability, or you have been assessed already, do not hesitate to tell your teacher. Try to do this before or just when the semester begins so that the teacher can make any accommodations necessary
• Keep ONE calendar in which to record your assignments and due dates
• Set realistic goals for yourself
• Set a weekly timetable for yourself, and include the time you need to grocery shop, eat, do laundry, etc. Give yourself more time than you think you need to complete your assignments
• Attend all classes
• Have one or two people read through your final draft
• Use a 3-ring binder with loose-leaf notebook paper and colored notebook dividers in order to separate the different assignments you are working on in the class. Use a separate binder for each class
• Create a checksheet for each assignment you do. Include on this checksheet all of the requirements for the assignment, and then go through each category when you have finished the assignment (see Attachment 13)
• Try both recording the class and taking notes
• Take some time after your class to review what was covered and the assignments given
• Make note of any questions you have about the material in the margins of your notes
• Pick a place in the classroom where you can see the board clearly, hear the instructor, and where you are not likely to be distracted
• If you don't understand the purpose/objective of an assignment, talk to the instructor before trying to start it
• If you are having trouble keeping up even after using the above compensatory strategies, perhaps re-assess your academic load

Appendix 3: Assessment

These are some of the "symptoms" of LDs your student might exhibit:

• confusion of similar words, problem with multi-syllable words
• slow reading rate
• difficulty with retaining, comprehension, remembering
• difficulty picking out important themes or points
• skipping words or lines of printed materials
• difficulty reading for long periods of time
• difficulty with sentence structure, poor grammar, omitted words
• frequent but inconsistent misspelling errors
• difficulty copying from overhead, board
• poorly formed letters, spacing, capitals, punctuation
• difficulty planning and organizing a topic, putting thoughts on paper
• difficulty with proofreading and revision
• composition long and rambling or very short
• difficulty in varying sentence structure
• sentences in an illogical sequence
• writes and prints in the same document
• very slow writing
• writing off the lines
• difficulty with expressive, creative language

Study/Organization skills:

• poor organization and time management
• difficulty following directions
• poor organization of written materials
• turns things in late
• slow to start tasks
• inefficient use of library and reference materials

Other Signs:

• difficulty reading facial expressions, body language
• inappropriate, impulsive behavior
• has a hard time grasping subtlety
• spatial problems (cannot navigate a small class room, trips)
• quickly "overloads" and "shuts down"
• trouble sustaining attention
• hyper or hypo activity

Specific informal assessment results indicating problems in Summarizing/Revising

Summarizing

• inability to summarize from organizer chart
• not knowing how or where to begin
• inability to find main idea
• inability to separate main idea from supporting details
• inability to see connections between points
• inability to link reading to prior knowledge
• cannot understand context clues in text
• difficulty when asked to scan or discuss what is written
• difficulty identifying errors in own writing
• inability to use a dictionary successfully to check for errors
• different spelling of the same word
• inability to understand or use grammatically correct sentence structure

Appendix 4: Informal Assessment

Two approaches for Informal Assessment:

A. Questionnaire

If your student answers "yes" to 6 or more of these questions, you might take the next steps in encouraging the student to get formal assessment for reading difficulties:

(adapted from "Telltale Signs of a Learning Disability" by Hollybeth Kulick).

• Are you a slow reader?
• Do your eyes feel as if they are floating in your head when you read, or do the letters bounce around the page?
• When reading from a distance, do the letters seem to disappear?
• Have you known that you reversed letters or was it pointed out to you by a teacher?
• Do you remember what you have read ten minutes after you have read it?
• When reading do you have difficulty pronouncing words?
• When writing do you have difficulty putting your thoughts down on paper?
• Do you find that you cannot finish reading during class when the rest of the class has finished?

B. Possible approaches for informal assessment:

If you take a close look at both the student's writing/reading process and his or her sense of purpose, you can get a good idea of the kinds of trouble the student is having. For instance, if you are looking at the student's reading ability:

• Process: take a look at the way a student goes through the process of reading. You can have the student read aloud (but be sure to emphasize that you will not be evaluating or judging her), or have her read quietly as you pay attention to how long it takes her to read the text.
• Purpose: after the student has read the text, you can ask questions that will assess comprehension, questions that deal both with retention of content, and the student's ability to interpret, analyze, or personalize the content (see Appendix s 3 and 5 for a list of potential questions, and for a list of possible symptoms to watch for).

Appendix 5: Specific Symptoms of LDs

It might be useful, particularly for Writing Center consultants, to see the reference sheet the placement exam graders use to determine LDs in the CO150 placement exam essays.

A. Reverse letters

   1.     a. b for d, p for q

      b. "dig" for "big"

   2. Reverse adjunct letters

      a. "form" for "from"

      b. "clam" for "calm"

B. Confusion of similar sounding consonants

   1. /d/ for /t/, /p/ for /d/, /f/ for /th/, /m/ for /n/, /f/ for /v/

      a. "attentance" for "attendance"

      b. "imposder" for "impostor"

      c. "tranver" for "transfer"

      d. "assenble" for "assemble"

C. Confusion of similar words

   1. "hot" for "what"

   2. "where" for "there"

   3. "who" for "how"

D. Omission of syllables/letters

   1. "coarly" for "coarsely"

   2. "psychitrist" for "psychiatrist"

   3. "contempary" for "contemporary"

   4. "obvous" for "obvious"

   5. "peole" for "people"

   6. "epuiment" for "equipment"

E Addition of syllables/letters

   1. "occasionalally" for "occasionally"

   2. "symiphony" for "symphony"

F. Combination of errors

   1. "paricutaly" for "particularly"

   2. "ovbise" for "obvious"

   3. "relizse" for "realize"

   4. "electrice" for "electric"   

Appendix 6: Approaching a Student/Tutee about Potential LD

I noted that it is inadvisable to inform a person that he/she might have a learning disability. So how can we approach a writing student to do an "informal" assessment, or to let them know about the testing and resources available to them here at CSU? Authors from several sources offer these kinds of guidelines:

• Avoid the word "disability." It can be effective to talk to the student about different learning styles, and ask her what kinds of situations learning or writing make learning or writing difficult, and also when she feels most capable.
• It helps to be casual, conversational, and kind. You do not want to make this a "big deal," even if you think that this student's awareness of her potential learning difference could greatly change her ability to have success in college. The following are "lead-ins" provided by several of your colleagues:
• "There is a great place on campus that you can visit where they work with you to figure out your learning style, so you can start to use some different strategies for studying and writing that are best for you."
• "We all learn differently, only some ways of learning are seen as 'standard' and so classes don't always accommodate all of the different styles -- but you can find ways of compensating for this."
• "I am a very visual learner; I have to draw pictures of ideas, of new ideas, or outlines in order to get the most out them. You seem like you are more of an "hearing" learner, since you like to have things read aloud rather than written down."

Other suggestions:

• Meet in a private and confidential setting.
• Avoid jargon.
• Listen attentively and avoid talking too much.
• Keep note-taking down to a minimum; you don't want the student to feel like a case study subject.
• Follow the verbal and non-verbal cues the student gives you in order to determine whether you should continue with this approach.
• Avoid making any judgmental, or for that matter "remedial" comments.
• Be tactful, but honest.
• Ask open-ended questions.
• Remain relaxed and avoid defensiveness and sarcasm.

Attachment 7: Motivating Writers

Often, students who are used to being told that they are bad writers have very little motivating them to take the big steps toward learning writing strategies. Here are two ideas for motivating students to write:

Written Conversation:

In a tutorial, you have the opportunity to encourage the students' writing by having a written conversation. You might start by asking an easy and accessible question about something in which you know the student is interested, like "How is your team doing right now?" or "What did you think of The Simpsons last night?" The student then replies on paper, and you reply back with another question than will illicit an "easy" response.

Journal Writing:

You can use one of several different forms of journal writing with your tutee or student. The purpose of this journal is simply to get the student used to writing , so you might make an agreement that the journal is the student's private place to write. You might, on the other hand, try one of these other forms:

• Dialogue Journals: a two-way communication between you and your student. You can dialogue about casual issues, or talk about what you are doing in your session.
• Reading Response Journals: This is a great way for a student to generate ideas for writing about reading. You might give the student reading questions that she might respond to in her journal, or encourage the student to "freewrite" a response after she has read.
• Learning Log: This could be a place where your student writes about her use of the strategies you have taught her, the frustrations and questions she is having, and the successes she is experiencing. If you both agree that you will respond to these entries, be sure to emphasize that you WILL NOT evaluate this writing at all.

If your student is having a hard time getting started with the journal, even when you have offered suggestions for starting points, you might give her the following:

• Before you write, think of the kinds of things you have done that day.
• Make your entries brief if you like.
• Have a good-sized notebook on hand and something to write with.
• Choose the time of day that you feel most like reflecting and thinking
• Use all your senses as much as possible. Start with what you see and work through your other senses.

Appendix 8: Teaching Writing/Reading Strategies

Students with LDs often need to work in well defined steps. When you are teaching a student a new writing strategy, you can break up this teaching/learning process in the following ways:

Stage One: Introducing Strategies and Setting Goals

First you need to establish what goals you and the student have. What is it that the student wants to improve? What does the student have the most trouble with? Once you have established the goals, you will want to introduce the various strategies that can get the student to her goal. Explain the strategies slowly and clearly, then let the student decide which might be the most understandable or the most memorable, so that she might be able to employ it again on her own.

Stage Two: Preskill Development

You need to get the student up to the place he needs to be in order to use this strategy. For instance, if the student needs to learn how to use strategies to organize paragraphs, you will want to first make sure that he understands why paragraphs are used, how they are generally organized, etc.

Stage Three: Discussion of the Strategy

Explain the strategy in detail; its steps, its value, and when and where it might be used. You might explain this both verbally and visually.

Stage Four: Modeling the Strategy

Model the strategy using any prompts, charts, mnemonics or other aids that the student might find useful. Let the student watch you use the strategy step by step in a writing process. You can even work with the student to change the strategy, to make it easier to remember or use.

Stage Five: Providing Scaffolding

Help the student find ways to remember the strategy (for instance, if you are working on editing, have the student create a sentence that includes the mnemonic SCOPE -- see Appendix 13 -- : "To check the whole scope of my essay, I need to carefully edit)." Have the student reword the steps and purpose of the strategy in her own words.

Have the student try the strategy right then and there, then assign a writing situation where she will need to use the strategy at home.

Stage Seven: Feedback

Give the student definite feedback on his use of the strategy; be honest about the ways in which the strategy didn't work, and the ways the student might have implemented the strategy more effectively.

Stage Eight: Implement

Once the student has practiced and memorized this strategy, give her different situations where she can use it.

Appendix 9: Reading Strategies

Have the student bring the card to class or to the tutorial. She can use this card to refer to in class discussion, as well as a starting point for an essay. As a teacher or tutor, talk to the student about her quotes and how they illustrate the essay. Next, help the student see how these quotes and responses can be integrated into the construction of an essay.

• Go through numerous articles and have the student decide which information is "focus" information (important for the point of the articles), and what is "framing" information (analogies, digressions, metaphor, example, etc).
• title, author, source and page numbers
• selected quotes and page numbers that best illustrate the essay
• the student's response to the reading
• the first time to find only factual information (who, what, when, where, etc.)
• the second read could be in response to reading questions
• the third read could be to generate ideas for a writing assignment

You could help students with reading comprehension by giving them both "forward" and "backward" reading questions. The forward questions will help them focus their reading toward a certain purpose, and the backward questions allow students to review the text from various angles.

Learning Strategies for Adults by Sandra Crux (94-97), offers some very useful suggestions for reading strategies

a. the ConStruct Procedure:

• start with a rapid skimming of the text: look at the title, the subtitles, the first sentence of each paragraph, any illustrations, charts, etc. Then, start a diagram that includes the important information you have found
• next, do a more thorough reading of the text, this time reading to understand, but with no stress toward remembering points. Add any new important material to your diagram.
• Before beginning a third and forth reading, look over the diagram and make sure that it makes sense. Try to figure out what does not make sense and check back through the text to find this information.
• The final reading involves looking for more specific details, and anything that will fill out the diagram.

b. the Multipass Procedure: this strategy is for students who are required to do a lot of reading.

• Survey: quickly read the text only looking at titles, subtitles, etc. (same as above).
• Size-up: Use any questions/focus your instructor gave you, review questions that might come at the end of the reading, or decide on your own purpose for reading this text, and focus only on finding information that answers or responds to that.
• Sorting-out: Review notes you have made and check for any information that has not yet been answered or found.
• Predict: Try to predict what one section of the text is going to be about (you can do this by the subsections set up in the reading, or by paragraph).
• Read and Prove: Read the passage carefully and try to find evidence to prove your prediction. Repeat this for each section.

When teaching students to respond to texts, break the steps up so that the student can follow these steps each time she faces a reading-to-writing type of assignment. One way to break this up is:

Create a note card for the text, including quotes and notes.

• For what purpose was this written?
• What is the main thing the author wants to get across to me?
• What is the most important example in the text?
• Use the card to brainstorm ideas for a paper
• Organize thoughts into an outline
• Write at least 3 drafts, reading each 3 times before revising
• Conduct a self-evaluation of the draft
• Have at least 1 person read through the draft

Appendix 10: Writing Strategies

It is helpful to break any writing assignment up into separate "tasks." For instance, see Appendix 12 for a possible breakdown of a research project. For the most part, you can separate a writing task into 3 parts:

• Translating
• There are several different ways a student can plan a paper, including Brainstorming, Clustering, and Looping (see Stephen Reid's Prentice Hall Guide for a description of these strategies). You can also teach your student to use a graphic chart (there is a description of four types in Appendix 11). Try several of these charts to see which one works best for your student by having her brainstorm ideas on a topic.
• After she has found a strategy that works for her, have her refer to her chart and do some freewriting (if your student has difficulty with freewriting, have her make a list instead); at this point, encourage her not to worry about what she includes in her text. She will be able to decide what to include or exclude later.
• Next, have your student read through what she has done so far and decide what might be included and excluded from her essay.
• Have her then plan a new "action plan." At this point, have your student separate her plan into an Introduction, a Body, and a Conclusion:

         1. Introduction: Generally, an introduction includes

            a. necessary background on the topic

             b. the purpose of the paper (why it might be important to

            explore this topic)

            c. an overview of the main points that will be covered

          2. Body: the body of the essay is generally

            a. organized by point (and the order makes sense)

            b. clearly states each point

            c. offers evidence/details for each point

          3. Conclusion: make sure the conclusion

            a. is consistent with what is slated in the introduction

            b. explains the importance of issue addressed

Next comes the drafting step:

Translating:

Now it is time for your student to translate her chart into a draft. Some students might benefit from creating a more detailed linear outline before going on, and others will benefit more from a more detailed "pictorial" outline. For some students, once they have written a detailed outline the drafting is the easiest part of writing. However, most students with LDs have a very difficult time with this part of writing. Some students will need to freewrite again at this point, and then use a strategy like cutting the draft up and pasting it back together (see Appendix 11). Others will just need a lot of extra time and room for writing many drafts.

• Students may benefit from keeping a "drafting diary" where she can record revision questions she needs to ask herself, like "Do my thoughts follow each other logically and make sense?" and "Does each sentence say what I want it to say?" or "Have I left out any important information?" (see Appendix 13 for more revision and editing strategies). Most students with LDs should work with you to create an editing/proofreading check-list that they can use throughout their academic career.
• Some students might benefit from reading their essay into a tape recorder and then listening to the essay to find inconsistencies, errors, lack of coherence, etc.

Appendix 11: Organization Strategies

Students who have trouble with sequential organization might find some of these strategies useful:

• Have them draft as they normally would, then have them cut their draft up into what they determine as separate "points." Then work together to put them into a more logical order (the easiest way to do this may be to tape the pieces onto a large piece of posterboard). After a few times, they should be able to do this one on their own, although it does require extra drafting time.
• These "graphic organizers," adapted from Learning Strategies for Adults by Sandra Crux, (29, 93, 104-105) can be used as both reading-to-write strategies and as strategies to write about topics. Have the student try each one to find which will work best for him. Each one of these works well in the first stages of prewriting, and as a revision plan for a final draft:

Attachment 11a: Flow Chart (with activity idea)

               Central Theme

Main Points to be covered

1            2            3         4      

   Notecards containing facts go in envelopes below to be organized by topic

Envelope       Envelope       Envelope    Envelope   

1       2          3          4

This organizational chart is best placed on a large piece of cardboard or in the center of a piece of posterboard. Envelopes can then be stapled or pinned to the board. The student places 3 x 5 notecards that contain the different information into the appropriate envelope according to the way her topics are arranged.

Appendix 12: Breaking Research Papers Down into Steps

Research Papers:

• Choose a topic

-is your topic too broad or too narrow?

-is there enough factual information on the topic?

-are you interested in this topic?

-has your topic been approved by your teacher?

• Locate your sources

break your research down by each type of source you will find, including

   Internet sources

   Reference books

   Magazines/Journals

   Newspapers

   Books

   Experts

• Prepare Bibliography Cards

-prepare a separate card for each source you find. Include on each card

   The title of the piece

   Where you found it

   The author's name

   page numbers

-number each card in the right-hand corner and circle it for easy identification

• Prepare Note Cards

Use large note cards, and number these so that they correspond with the right bibliography card.

-Feel free to use more than one note card for each source, but be sure to number them.

-All notes should be in your handwriting, and each quote needs to be EXACT, and should be followed by the page number.

-write legibly, or type your notecards with a typewriter.

Prepare your paper outline (organize this by 'Intro,' 'parts of body' and 'conclusion.' See Appendix 10)      

      Title

I. Roman numerals for topics

A. Capital letters for subtopics

   1. Arabic numerals for details

    a. small letters for subdetails

-As you become more aquatinted with your topic, revise your outline with more specific information.

• Writing the Paper

- organize your notecards so that they are in the order of your outline

- Follow your notecards as you draft.

Appendix 13: Editing Proofreading Strategies

Many students with LDs have trouble both proofreading and editing their drafts. Since they often also tend to have more errors on their rough drafts, it is important for them to accumulate strategies that will help them clean up their final drafts. Here are a couple suggestions:

SCOPE is a mnemonic device to help students remember important steps in editing:

S - Spelling: Is the spelling correct?

C - Capitalization: Are the first words of sentences, proper names, and proper nouns capitalized?

O - Order of Words: Are the words in the right order?

P - Punctuation: Does each sentence end with a period, question mark, or exclamation mark? Are commas and apostrophes placed where needed?

E - Express Complete Thought: Is each sentence complete? Does each sentence have a subject and a predicate?

Check list for revising:

____ 1. My introduction clearly introduces the topic.

____ 2. The sub-headings help the reader understand the paper.

____ 3. The body of the paper contains all the facts needed.

____ 4. Each paragraph is written with a main idea.

____ 5. Every sentence and paragraph adds something to the paper.

____ 6. I have reread my sentences aloud to be sure they make sense.

____ 7. I chose the best words to explain my ideas.

____ 8. The conclusion follows from the facts.

____ 9. I corrected all the misspelled words.

____ 10. I capitalized all the appropriate words.

____ 11. I used quotation marks to identify all quotations.

____ 12. I reread the paper at least three times looking for ways to make it better.

____ 13. I numbered all the pages.

Sentence Level Editing:

For each sentence, ask the following questions:

1. Does the sentence state the topic?

2. Does the sentence add further information to the topic sentence?

3. Does the sentence follow a logical order?   

4. Does the sentence say what I really want it to say?   

5. Does the sentence sound right?

6. Does the sentence show what I really think?

7. Does the information sound credible?

8. Does the sentence summarize what has been said so far?

9. Does the sentence sound like a conclusive comment?

10. Will the readers see the importance of the sentence?

11. Will readers be interested in the sentence?

12. Will readers understand what I mean by the sentence?

13. Is the sentence clear and to the point?

14. Is the sentence connected to the previous one?

Appendix 14: Essay Test Taking Strategies

Although giving timed essay tests is not common practice in our composition classes, students are nonetheless apt to face these kinds of tests in other classes. Students who have visited the Resources for Disabled Students Office know that they can get extra time for these tests, but often students also need ideas for how to approach them, even with the extra time. Here are some ideas to pass on to your students:

Short answer/multiple choice:

• Relax through deep breathing
• Scan the entire test, searching for the part that appears to be the easiest for you.
• Read each question or prompt carefully. Place a check mark beside the ones you think you know and a question mark by the ones you think you do not know. First, complete all items you are certain you know. Practice this procedure on worksheets prior to the test day.
• To remember the answers, visualize yourself looking for the answer in the book, or picture yourself hearing the teacher give the answer in class, or close your eyes and mentally write the answer.
• Go back to the questions you do not know. Try the methods listed above. If you cannot remember the answer:

     -- eliminate the answers you know are wrong

     -- deep breathe to relax, and write or circle the answer you feel is correct

     -- look for the answer hidden in another uestion on the test.

Essay Tests:

Studying for essay tests:

• Spend some time DESCRIBING what you should do to get ready to study for the test.
• OUTLINE the five-day study plan.
• SUMMARIZE the things you should do when taking any test.
• PREDICT the way the questions on the test might be written. You might practice writing the test questions yourself.

Taking the test:

• Read and restate each item in your own words before attempting to answer it. In this way, you check to see if you understand it, and you make sure that you read ALL of the instructions.
• Decide if your answer needs to be long or just a few words. If your answer is going to be long, make a brief outline before writing your answer. This helps you organize your information.
• Answer all parts of the item.
• Write directly to the point of the item. This means that you must answer the question or statement and not write about something else you find interesting or happen to know about.
• Use pictures and diagrams to explain your ideas whenever it may be appropriate.
• Write neatly because teachers will not give you credit for something they cannot read.
• Proofread your answers for clarity, spelling, and grammar.
• When you are running out of time, quickly list the information you know about any remaining items so your teacher will see what you know. This may earn you partial credit.

Appendix 15: A Self-evaluation for Teachers

If you are not sure whether your classroom is conducive to successful learning, ask yourself the following questions:

• Do I create a climate that welcomes each new learner?
• Would I feel welcome here if I were new to the class?
• Is the classroom safe?
• Are students encouraged or discouraged from making fun of each other or criticizing each others' choice of questions, their writing, or their manner of speaking?
• What is my comfort level with the ethnic, racial, and gender groups in my class?
• If I am uncomfortable with some groups of students, do I tend to overlook negative interactions among students?
• Do I avoid using analogies, metaphors, or jokes that might be offensive to some learners?
• Do I take complaints and concerns of learners seriously, rather than ignoring them?
• Do I show that I value the contributions of each student?
• Do I model the way I want my students to treat each other?

Appendix 16: Dyslexia and Dysgraphia

Dyslexia, generally, is not a "syndrome" but a multifaceted problem. For the most part, dyslexia affects the student's ability to make sense of printed material (note that this includes the notes you write on the overhead and chalkboard!). Most of us think of backward letters when we think of dyslexia, but there are more serious problems than simply switching the letters "d" and "b." These reversals also happen at the sentence level: "to go the store" for "go to the store," and at the conceptual level: the student might start with the "middle" part of what she wanted to say, then end with an unfinished sentence, the "start" of the concept she intended.

Students who have dyslexia tend to:

• have problems writing legibly
• have trouble writing in a straight line
• have trouble keeping their place on the page
• have trouble with long-term memory
• might have visual problems that cause the letters to dance around on the page

Dysgraphia:

The concept of dysgraphia includes any serious problem with writing, including spelling problems, coherence and organization problems, problems copying down what one sees, and the inability to write ideas down at all. A student with a form of dysgraphia probably has a hard time maneuvering the complicated process of writing. This student tends to:

• take a very long time to write a sentence, or even a word
• complain that she knows what she wants to say but can't seem to get it down on paper
• have poor handwriting
• write in fragments
• write incoherently (sentences have no particular order)
• write sentences with little syntactic complexity
• do very poorly on any timed essay tests or exams
• have difficulty copying text from the board, or to copy down lecture notes given orally

Crux, Sandra C. Learning Strategies for Adults: Compensations for Learning Disabilities . Middletown: Wall & Emerson, Inc., 1991.

This text offers specific strategies for adult educators for helping adults learn compensatory methods for their specific learning disabilities.

Dunn, Patricia A. Learning Re-Abled: The Learning Disability Controversy and Composition Studies . Portsmouth: Boynton/Cook Publishers, Inc., 1995.

This book is a must read for any teacher or student interested in looking into the many issues that contribute to the learning disability controversy. The author not only offers a brief overview of how LD studies and composition have grown up together, but also gives teachers numerous possible approaches for working with students with learning disabilities.

Gaskins, Jacob C. "Teaching Writing to Students with Learning Disabilities: The Landmark Method." TETYC. 22.2 (1995): 116-122.

This article lays out the basic principles of the Landmark Method of teaching writing to LD students.

Gunning, Thomas G. Assessing and Correcting Reading and Writing Difficulties. Boston: Allyn and Bacon, 1998.

This impressive text is mostly geared toward teachers of children with learning disabilities, but there are quite a few useful teaching and learning strategies that will apply to post-secondary students as well.

Hutto, Melanie P. "Adults Who Have A Learning Disability: A Guide for the ABE Instructor." 1995. ERIC . CD-ROM.

Although written specifically for ABE instructors, this guide provides numerous strategies that would be appropriate for any writing tutor.

Kulick, Hollybeth. "Telltale Signs of a Learning Disability." Denver: Blue Spectrum Press, 1980.

A fairly dated but still relevant overview of what teachers can look for to determine whether students might have a learning disability. Includes the "telltale signs," as well as questions to ask the students.

Lipson, Marjorie Y. and Karen K. Wixson. Assessment and Instruction of Reading and Writing Disability: An Interactive Approach . 2nd ed. New York: Longman, 1997.

This text offers a great mini-history of reading and writing theory and practice, and bases its own instructional models on a blend of cognitive and social approaches to learning. It leads writing and reading teachers through the process of assessing their own teaching methods as well as instruction in informal assessment.

Mather, Nancy and Rhia Roberts. Informal Assessment and Instruction In Written Language . New York: John Wiley & Sons, Inc., 1995.

This text is a detailed instruction manual for teachers, particularly elementary school teachers, who are interested in informally assessing their students' possible learning difficulties. Although for the most part this text is not relevant for college students (the text is very specifically focused on children's writing samples), some of the reading comprehension strategies are perfectly applicable to any writing/reading teacher trying to help her students better understand and write about a text.

Merson, Martha. "An Ideal Student's Lack of Progress, or Snowshoveling in Unfamiliar Territory." Connections: A Journal of Adult Literacy . 5 Win 1995: 46-51.

Merson documents a "patient" teacher's approach to finding the best strategies for teaching reading and writing to a learning disabled student.

Pardes, Joan Rudel and Rebecca Z. Rich. "Teaching Writing to College Students with Learning Disabilities." Intervention in School and Clinic. 31.5 (1996): 297-302.

This article delineates a course to teach college students with learning disabilities how to become self-regulated learners in writing through strategies in prewriting, drafting, revising, and editing.

Plata, Maximino, et al. "Comparative Writing Performance of College Students With and Without Learning Disabilities." Journal of Research and Development in Education. 29.1 (1995): 20-26.

This article argues that holistic assessment can be used as a screening tool to find students who need additional assessment for learning disabilities.

Sherwood, Steve. "Apprenticed to Failure: Learning from the Students We Can't Help." The Writing Center Journal. 17.1 (1996): 49-57.

This article offers advice to writing center tutors who feel that they have failed in meeting the needs of students with learning disabilities. Sherwood argues that failure is a part of teaching, and can be used as learning tools to for re-evaluating and changing our tutoring strategies.

Smith, Judith O. "Self-Reported Written Language Difficulties of University Students with Learning Disabilities." Journal of Postsecondary Education and Disability . 10.3 (1993): 1-10.

31 University students with learning disabilities were interviewed for their comments on the willingness of university professors to accommodate them and grant their requests.

Smith, Sally L. Succeeding Against the Odds: Strategies and Insights from the Learning Disabled . Los Angeles: Jeremy P. Tarcher, Inc, 1991.

A look at learning disabilities from the perspective of students and adults with various disabilities.

Stracher, Dorothy A. "Providing Strategies for Learning Disabled College Students: Continuous Assessment in Reading, Writing and Reasoning." Research and Teaching in Developmental Education. 10.1 (1993): 65-84.

This article describes a model program for potentially gifted learning disabled college students. This program both offers strategies for LD students and suggestions for tutors in in-depth training with their students.

"Tutor Training for Occupational Students With Learning Disabilities: PY95 Final Detailed Report." 15 Aug. 95 ERIC . Online. FirstSearch. 23 March 1998.

Although this source is specifically geared toward training tutors in occupational therapy, there are several great strategies for teaching writing and reading to adult learners.

• Sites to Promote Academic Success
• Office of Special Education and Rehabilitative Services Blog
• National Center for Learning Disabilities
• Learning Disabilities Association
• Internet Special Educational Resources

Heather Urschel. (2018). Teaching Strategies for Students with Learning Disabilities. The WAC Clearinghouse. Retrieved from https://wac.colostate.edu/repository/teaching/guides/ld/. Originally developed for Writing@CSU (https://writing.colostate.edu).

Note: Thanks to Lucas Gilbreth for the use of his essay, "Living with a Learning Disorder."

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Student-centric advice and objective recommendations

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Guide for College Students with Learning Disabilities

Lisa Freedland is a Scholarships360 writer with personal experience in psychological research and content writing. She has written content for an online fact-checking organization and has conducted research at the University of Southern California as well as the University of California, Irvine. Lisa graduated from the University of Southern California in Fall 2021 with a degree in Psychology.

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Going to college is an exciting, but also nerve-wracking time in many students’ lives. The new responsibilities, environments, and expectations of college can be hard for any new student – but students applying to colleges with learning disabilities can face additional challenges. However, with the appropriate resources, any student with a learning disability or difference can thrive in college. Keep on reading to learn about what resources are available on college campuses! 

What is a learning disability or difference? 

Great question! A learning disability is any disorder impacting one’s ability to understand or speak oral or written language, do mathematical calculations, move around, or focus one’s attention. Some common examples include:

• Dyslexia: Difficulties in reading or interpreting words, letters, and other symbols
• Dyscalculia: Difficulties in learning number-related concepts, doing mathematical calculations, or performing other foundational math skills (e.g. addition, subtraction, multiplication, division)
• Processing Deficits: Difficulties with the recognizing or interpreting information taken in through the senses (touch, sight, hearing, smell, taste)
• Attention Deficit/Hyperactivity Disorder: A chronic condition characterized by difficulty paying attention, impulsiveness, and/or hyperactivity (While ADHD is not generally considered a learning disability , it often is found with other disabilities)

While these are the basic definitions of the above disorders, keep in mind that symptoms differ slightly for everyone – even for those with the same condition. Nevertheless, such conditions may make it harder, but certainly not impossible, for students to attend college and keep up with school work. 

If you have a disability (learning or otherwise) and are planning on attending college – know that you’re not alone! Many students with disabilities are accepted to, attend, thrive, and eventually graduate from colleges all throughout the nation (and abroad, too).

However, before such students even get to college, they should make sure that they choose a school  that’s best suited to their needs. The first step in doing that? Identifying what exactly makes a college “accommodating.” 

Identifying accommodating colleges

As with any student, there are many factors to consider when choosing a college. Academic options, cost, location, and social scene remain particularly important factors for many students. For those with disabilities, however, it’s also important to look for the school that best accommodates your needs. So, how can you know that you’re picking the right school for you? Let’s see!

Types of disability support programs

It’s a true, but unfortunate fact that some colleges do the bare minimum to accommodate their learning-disabled students. Others, however, excel in that area – doing the best they can to assist their students in any way possible. To determine whether a school’s accommodations are basic, extensive, or somewhere in the middle, here are some descriptions of different “levels” of college disability support programs (going from the most “basic” to increasingly accommodating):

Basic disability support programs meet the minimum requirements for disability accommodations (as required by law). They typically have no professional learning specialists as faculty or staff, and the Dean of Students is responsible for reading documentation and awarding accommodations. 

There are typically no specialized services for students with learning disabilities, so students resort to using the writing center, math center, and other general services that are available to all students.  

Moderate disability support programs have Learning Centers open solely to students with disabilities. These centers provide services and support that are much more extensive than a university-wide writing center, math center, etc. The services provided will include a wide range of accommodations, assistive technology, and professional tutors or coaches. Schools with “moderate” support programs also have their own professional, Masters-level disability support staff who understand the challenges of students with disabilities and learning differences. 

Comprehensive 

Comprehensive disability support programs offer students the option of a fee-based program for those who need a more structured learning system. These programs have students meet either weekly or biweekly with professionals who help them with their study skills, organizational skills, and time management. These professionals also listen to any difficulties their students are having and advocate on their behalf, if need be. 

Interested students are required to fill out a separate application for acceptance into these programs, in addition to the typical college admissions application.

Also consider:

Keep in mind that these (“Basic,” “Moderate,” “Comprehensive”) are not the actual names of universities’ disability support programs. These descriptions help you figure out what support programs and services are considered “bare minimum,” and which are somewhat more impressive.

With an understanding of what the different “levels” of disability services and accommodations look like, you can better identify schools that fit your criteria. So, let’s get ready to apply to colleges!

Applying to college

There are many steps involved in applying to college, and students are largely expected to know and complete each step themselves. For those with learning disabilities, there are a few extra steps too. So, how can you make sure that you complete everything on time and are making the best choices for yourself? Well, by following our nifty timeline for applying!

Timeline for applying

Our timeline is a basic outline of what to do at certain points in your high school career. Following it will help you apply to and select the best one for you (considering your disability).  While it is certainly not necessarily to follow this to a tee, following it closely helps ensure that you get everything done. Without further ado, here’s the timeline:

Junior year (Fall)

Set up an appointment with a college advisor who understands your learning disability and your needs. Have them help you set up your own timeline that includes starting to identify universities where you can thrive.

Update your testing and make sure your accommodations are set up. Set up a meeting with your tutors, educational therapist, college counselor, psychologist, and anyone else who helps you manage your learning disability. Let them know that you plan on transitioning to college in one year, and have them help you set up milestones to achieve this goal of yours.

Junior year (Spring)

Visit colleges (if possible)! When doing so, set up an appointment with the disabilities office. Inquire about what services are available, and see what level of accessibility they meet. Note how comfortable (or uncomfortable) you feel while visiting these disability offices. Can you see yourself comfortably walking into them and seeking help/services while in college? If you are unable to visit a college in person, consider setting up a virtual meeting with someone at the school’s disability office. 

Senior year (Fall)

Apply to colleges that have met your standards for disability support services (and comfort level!). If you choose to disclose your ability to your university, seek assistance from your consultant when drafting this written statement.

Make sure that you are aware of  college application deadlines and options, including early decision and early action . 

Senior year (Spring)

Once you’ve received your acceptances, try to visit the colleges one last time. If possible, speak with students on campus to hear the experiences of people who’ve actually attended the school. Even better, try to speak to other students with learning disabilities – they may be able to inform you about whether or not the school’s services and accommodations are helpful. If you have time, consider visiting the disabilities office again to see how comfortable you feel while there.

After accepting a college offer/sending in your enrollment deposit

Make sure the testing for your diagnosis is up-to-date, and apply for accommodations with your college! Meet with your educational support team (tutors, educational therapist, college counselor, psychologist) to prepare for your interview with the disabilities office. And, if you feel you need to brush up on your academic skills before college, consider doing more educational therapy the summer before college.

Preparing for college

Those with ADHD might consider working with an academic coach their first semester of college, while those with anxiety should continue talking with their therapist over the summer and find a counselor on or near your school’s campus. Otherwise, if you feel like you’re all prepped and ready for college, you’re all set. Have fun!

After picking a college

Once you’ve picked the school that seems ideal for you, it’s important  to reach out to the disabilities office for instructions on how to request accommodations. While each school has a different process, it’s most common that universities have students submit their psychoeducational report (that includes their diagnosis) upon their first meeting with the disabilities office. 

This testing report must come from a licensed professional psychologist. And, while some schools accept an IEP (Individualized Education Program) , others will not. Students are also encouraged to visit the website of their university’s disability office and fill out any necessary paperwork themselves.

Remember, colleges do not require you to disclose your learning disability when you apply! Even if you do disclose your learning disability or difference in your application, it is still your responsibility to notify the disabilities office. This way, you can take advantage of the many resources and accommodations available to you.

Accommodations for students with learning disabilities

On that note, what are some of the actual accommodations that students can receive while in college? Well, there are many types available, all meant to help students attend classes, complete coursework, and take exams in a way that best suits their own learning style. So, without further ado, here are some of the most common accommodations:

Adapting individual course instruction

Adapting individual course instruction involves identifying the specific learning needs of a student and adjusting how core content and information is presented to make it more accessible for that individual.

Alternative types of coursework and testing material

Alternative types of coursework or testing materials allows students to express what they’ve learned in a way that is more suitable for them (compared to the original option). Although some courses only meet the minimum legal requirements, organizations like the Universal Design of Instruction are encouraging educators to make their classes more accessible for all students. For example, students might be offered a variety of expression formats to demonstrate learning such as written papers, oral presentations, or creative posters. 

Assistive software and technology

Assistive software and technology includes programs to help dyslexic students better process text, to recording devices, stress management tools, and more. We’ll get more into this later!

On-campus support centers

College campuses, especially more accommodating ones, typically have a variety of on-campus support centers and services for students with disabilities. These may include disabilities services offices, trained professional staff to help students with learning disabilities, or even wellness centers. Ideally, students should get to know the staff at such support centers, so they can feel comfortable coming to them if they need help.

In-class accommodations

One’s classroom accommodations largely depend on their diagnosis. However, some common in-class accommodations include providing students with a scribe or note-taker, accessible seating, or offering a quiet room for students to take tests in.

Additional time to complete coursework and exams

Early on in the school term, professors typically request that students with disabilities inform them of their diagnoses so that these students receive additional time to complete coursework and exams. In some cases, schools may also allow students to take oral (as opposed to written) exams if they are more suitable to the student.

Disability resource centers

Besides those on campus, students can also generally find disability resource centers in their school’s surrounding community. Such organizations often have partnerships with nearby universities and can provide individualized services and support to students with learning disabilities.

Assistive technology

With the passage of time comes new and improved technologies. Among these are new assistive technologies, which refer to any equipment, software, programs, or products designed to help those with disabilities of any kind. So, as expected, many assistive technologies have since made their way into classrooms – helping students better navigate and understand their coursework. Some of the more common forms of assistive technology include:

Talking word processors (Speech-to-text)

Speech-to-text technology allows students to speak their thoughts into text, rather than being directly written or typed. This is extremely helpful for students with dyslexia or physical impairments which may make writing difficult.

Digital recorders

Those with ADHD and who struggle to pay attention in class may find digital recorders helpful, as these allow them to record classes or lectures and rewatch or re-listen to them later on.

Assistive technology centers

If students have any questions about how to use their assistive technologies, are interested in obtaining assistive technologies, or anything else of the sort – assistive technology centers are the place to go. Not only can they train students on how to use their new assistive technologies, but they can also format one’s coursework to be more accessible to students with learning disabilities. 

Helpful accessibility apps

One of the many forms of assistive technology are apps, computer programs or software designed to run on mobile phones, laptops, desktops, or even watches. Apps are a great resource for those with any disability, as there are more than enough to cater to everyone’s needs. 

Students with dyslexia or dysgraphia might benefit from apps like ModMath and Voice Dream . Apps such as Avaz and MyTalkTools are designed to assist individuals with communication and verbal barriers. Finally, there are apps like All Critical Thinking and Clear , which can help students stay on top of responsibilities and learn new everyday skills. This is just a sampling  of the many options that are out there. A quick search will provide you with a plethora of more options, which only grow and improve as technology develops! 

Pursuing financial aid

By now, we’ve covered identifying accommodating colleges, applying to college, and helpful accommodations and technologies that make college life easier. However, what about paying for college? Luckily, students with disabilities are eligible for many types of loans, scholarships, and other funding options! Let’s get into them.

First off are the non-loan funding options. HEOA, or the Higher Education Opportunity Act , has made it so students with learning disabilities can qualify for non-loan-based federal aid. Some of these non-loan funding options include:

• Federal Pell grants
• Federal work-study
• Supplemental Education Opportunity Grants
• Other federal and state grants

Besides these, however, students with disabilities may also be eligible for:

• Individual training account funds set up by a One-Stop-Career-Center
• Self-Support (PASS Plans) from the Social Security Administration
• Medicaid Funding for Community-Based Supports

On top of these, students are also eligible for federal loans. Many are specific to students with disabilities or generally directed towards them. Grants, similarly, offer many funding opportunities to students with disabilities. 

Students may also be interested in federal grants. If so, we highly recommend that students fill out the FAFSA (Free Application for Federal Student Aid) – as many of the grant applications require students to have done so. 

If students are interested in scholarships, there are also many directed towards students with learning disabilities ! There are general scholarships, as well as specific options for students with autism , ADHD , hearing impairment and students with disabled parents . 

Alternatively, if students feel that the accommodations at many schools are insufficient, they may be interested in attending a college specifically for students with disabilities. Many of these universities have their own, unique sources of funding for their students, which tend to make their costs lower than that of the average university. 

Related: Top 10 Colleges for Students With Learning Disabilities

Additional Resources

And last, but not least, are some additional resources! These are simply some additional tools to help students transition to college and perform their best. 

AHEAD strives to help students with learning disabilities perform their best in college. To do so, AHEAD offers coaching, mentoring, and self-advocacy skill training for students with learning disabilities.

American Youth Policy Forum offers a variety of webinars and YouTube videos meant to help students with disabilities transition to college life.

NCLD , or the National Center for Learning Disabilities, provides those with learning disabilities advice on transitioning to college. They also provide an honest look into the challenges of navigating college with a learning disability. 

The Viscardi Center provides a vast number of resources, programs, and services to those with disabilities. Some of these resources are directed specifically at college-aged students.

U.S. Department of Justice and Civil Rights Division allows individuals to read through the Americans with Disabilities Act (ADA) and learn their rights. The ADA provides a thorough description of Title II and how it supports individuals with disabilities. 

And with that, we’re (basically) done! Below you can access the answers to some of our most frequently asked questions on this topic. Otherwise, we wish you the best of luck with your college journey, and send you off!

Key Takeaways

• There’s a lot to consider when choosing a college that will best fit your needs in regard to any learning disabilities or differences you may have. Knowing what your needs are is an important place to start
• While having resources available to you through a college or university is important, remember that apps, websites, or other online applications may be able to help you as well
• A learning disability is not something you need to disclose on your college applications and it should not affect your ability to be admitted or attend a college or university
• Remember, regardless of the hurdles you may face, college and the pursuit of higher education should be possible for anyone

Frequently asked questions 

What should i do if i encounter stigmas that may be associated with learning disabilities on a college campus, how can students with learning disabilities prepare for college, what if i don’t believe that i can attend college because of my learning disability, how should colleges support students with learning disabilities, does having an iep or 504 plan help you get into college, scholarships360 recommended.

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Should I Disclose Learning Differences on the College Application?

Mark montgomery.

• February 6, 2023

Disclose Learning Differences on College Application…or Not?

Nearly every week a student or two will ask me if they should disclose learning differences on the college application. Generally speaking, students don’t want to give a college any reason to generate any preconceived notions about them. Even though colleges have come a long way in terms of understanding and accommodating learning differences. Most people don’t understand the varied range of learning disabilities, such as dyslexia, processing disorders, or ADHD. As a result, some students simply don’t want to risk the possibility that an uninformed individual will review their applications.

Other students, however, see a good reason to disclose learning differences. They want to actively pursue accommodations at the college level, and they may view disclosing their learning difference as an opportunity to provide an explanation of something unusual on their transcripts.

Learning Disabilities and College Success

Should a student with a learning disability share that information on the college application? This is a tough call. In some ways, a learning difference is a sort of “secret identity” that might best be kept secret. But for some students, it is essential that they disclose their learning difference in the admissions process.

A 2007 survey from the Association on Higher Education and Disability reported that just 28% of students with learning disabilities graduate from college. And only 25% of students with an identified learning difference take advantage of the services available to them on campus. Perhaps this is because many students want to shed the label and stigma of “special education” and are unwilling to ask for the help they need. Or maybe they believe that because they have entered the college arena they need to be completely independent. Even the decision to initially disclose a learning disability is tough. Should students disclose this information or keep the diagnosis private?

High school vs. college

During the school-age years, a student with a learning disability is identified formally so that she can receive appropriate instruction and services. In this environment, school faculty and staff understand the complexities of managing life with a learning disability. Therefore, opportunities for the student to practice self-disclosure of her disability are rare and infrequent. Then again, it is illegal for colleges or universities to directly ask if a student has a disability. And because the Individuals with Disabilities Education Act (IDEA) no longer applies after high school graduation, a student no longer has to be identified as learning disabled if she doesn’t want to be. Obviously, students who are applying for a specific program targeted towards LD students will disclose a learning disability without hesitation, but others may feel more hesitant.

When deciding whether or not to disclose a learning disability, consider the following questions:

• Why would my student want to disclose his learning disability?
• What are the short and long-term risks and benefits of his decision?
• What’s in it for my student?

Determine Whether to Disclose Learning Differences on the College Application

Students may want to disclose learning differences, however, if they meet the following criteria:

• The student enrolled in some special education classes in high school. Official transcripts will list all resources, support, or special education classes.
• The student did not take all of the high school classes that a college requires for admission, such as a foreign language, and the college is willing to waive those requirements for LD students.
• The student’s grades were consistently lower as a result of a learning disability .
• The learning disability was identified later in his high school career, and the student’s grades noticeably improved after it was identified.
• The student’s learning disability dictated the classes and activities he pursued in high school.
• An explanation of the choice of classes will help an admissions officer better understand the student’s circumstances, abilities, and motivations.

If you’re hesitant to disclose your learning difference on initial applications. Be sure to weigh the pros and cons because the ramifications of your decision can result in dire consequences.

A Whole New World: Disability Laws at the Post-Secondary Level

One of the biggest issues facing students with learning challenges and their families is the difference in laws that govern schools that service K-12 versus schools at the post-secondary level. In this section. Our aim is to help you better understand the transition from the laws and procedures in IDEA to the legal protections that apply to college students.

Until a student goes to college or until the semester he turns 21, he is protected by IDEA. IDEA specifically requires that K-12 schools actively seek out students with learning challenges and provide them with the services and assistance they need to be successful in the classroom. Once a student enters college, however, the Rehabilitation Act of 1973, or Section 504, and the Americans with Disabilities Act (ADA) take over.

FAPE: the K-12 standard

Section 504 requires a school district to provide a “free appropriate public education” (FAPE) to each student with a disability. Students are evaluated at no cost to families and Individual Education Plans, or IEPs, are formulated. As a result, students may receive tutoring and other academic services and aids during the school day as dictated by their IEP. Transition services are also required by IDEA, and it is this plan that helps to ensure that students have taken the appropriate courses for college entrance and received the necessary accommodations when completing college entrance exams, such as the ACT and SAT if they qualify.

How do things change in college?

Students with a disability leaving high school and entering post-secondary education will see differences in their rights and how they are addressed. Unlike high school, the college or university is not required to provide FAPE. Rather, a college is required only to provide appropriate academic adjustments or accommodations as necessary to ensure that it does not discriminate on the basis of your disability. In other words, the focus shifts from academic success  to academic access .

Therefore, colleges are not required to seek out students with learning challenges and are not required to provide any diagnostic services. They are also only required to provide “reasonable accommodations.” Students with learning disabilities or ADHD, however, may be entitled to reasonable academic services and aids based on the Rehabilitation Act of 1973, Section 504, and ADA. These laws mandate that all colleges and universities in the United States that receive any federal financing cannot discriminate in the recruitment, admission, or treatment of students with disabilities. This law allows your student to request modifications, academic support, and auxiliary aids that allow him to participate in and benefit from all of the programs and activities that colleges offer.

More Legal Considerations: What Accommodations MUST Colleges Provide?

Because there are no guidelines under IDEA, Section 504, or ADA that require colleges and universities to accept documentation that does not meet their guidelines, each college has the right to develop its own guidelines and adhere to them. For that reason, campus attitudes and services can vary greatly. However, under the provisions of Section 504, colleges and universities cannot:

• Limit the number of students with learning challenges that can be accepted for admission
• Ask questions on applications that require a student to disclose a disability
• Ask students to complete pre-admissions tests without academic assistance when eligible
• Exclude a qualified student from a particular course of study or major
• Counsel a student with a disability out of a particular program due to the disability
• Limit eligibility to students with disabilities for scholarships, internships, assistantships, or financial aid

Remember, each college will determine appropriate academic adjustments based on the area of disability and individual needs. Some services, however, are mandatory.

Examples of mandatory services for learning differences colleges must provide

• Extra time on exams
• Allowing tests to be individually proctored, read orally, dictated, or taken on the computer
• The use of a system to provide notes
• Adaptive technology that includes computer hardware and software that allows students to access materials
• Note takers who take notes in your classes for you
• Access to specialized, professional tutors

Keep in mind that many colleges offer services beyond what the law dictates. Most college campuses welcome students with disabilities and have existing policies and procedures in place that make requesting accommodations an easy, worry-free process. For instance, schools may provide access to learning centers and learning specialists and offer developmental courses, tutoring services, and study skill workshops. To learn more about the specific services a college provides, ask the Office of Disability Services about all of the services and aids offered on campus.

Students with Learning Differences: Getting Started with the College Search

Whether or not you decide to disclose a learning difference, choosing the right college for a student with a learning difference can be tough. So many factors enter the conversation. But one of the most difficult issues is to connect past struggles and successes with predictions of the sorts of environments that will minimize those struggles and maximize those successes in the future.

Some students yearn to “be like everyone else,” to not stand out. They spend energy and effort trying to make it without any special accommodations. Some students succeed, although typically at a considerable cost in time and energy. Others simply fail. Some students spend lots of time worrying if their grades are deserved or if they are being graded too liberally. They want to make it in spite of their disability, not because of it. Some students come from sheltered high school settings where many things were done for them. When they arrive at college, they have many unfulfilled expectations and feel angry and bitter about the perceived lack of support. Some students are able to adjust to the rigors of college; many others, unfortunately, are not.

The Importance of Self-Advocacy

Most students who have difficulties in postsecondary education, however, do not fall into any of these categories. They experience difficulties because they are not good at letting others know what they need in order to be successful. In other words, these students have poor self-advocacy skills.

There are many different reasons why students may not be good at communicating their needs. Some feel shy about approaching professors. Others are reluctant to ask for needed accommodations because they do not want to be a burden or because they do not want to be treated differently. Some do not know what to say and what not to say to professors. Others fear that their request will not be honored or respected. Regardless of the reason, research shows that when students get assistance from their professors, they feel more positive about themselves and their professors, and they increase their chances of academic success.

Advocacy starts with honesty

Your student can become her own advocate by becoming proficient at realistically assessing and understanding her strengths, weaknesses, needs, interests, and preferences. The first step is to sit with a professional and review the documentation to be sure your student understands and can effectively communicate her area of disability. Be sure she is comfortable and confident in communicating her areas of strength and weakness as well as all accommodations she has benefitted from in the past. 

Assess motivation and independence in deciding whether to disclose learning differences on the college application

The next step is to complete a self-assessment and examine critical questions involving your student’s level of motivation and independence. Author Michael Sandler identifies six questions to assess self-motivation and independence in students with ADHD that can be adapted to students with any learning difference.  These questions can help identify specific attributes that you and your student must consider in researching an appropriate college setting. Do you..

• …need support and structure in high school?
• …routinely need help from others to keep you motivated and focused?
• …thrive on individual attention from teachers?
• …prefer to immerse yourself in a subject?
• …need a high-energy environment?
• …have trouble falling asleep?

Career goals, college selection, and learning differences

When selecting a college, you and your student should consider what it is your student hopes to obtain from attending college, so identifying a long-term goal is critical in the selection process. Most students decide to pursue a college education in order to seek professional employment or move forward in career planning, However, many students change their minds and their majors in the first, second, or even third year of college. Keeping this in mind, it’s important to recognize your student’s long-term individual goals and to select colleges that offer the educational programming to meet them.

Let’s consider the following career-oriented questions:

• What degree is needed in order to reach the career path your student has selected?
• Does the college offer a program of study that matches your student’s career goals?
• Do your student’s academic skills and interests match her career goals?
• Are these interests identifiable with a career or are they better suited for a hobby?
• Will specific learning disability-related obstacles prevent your student from reaching her career goal?

Choosing the right college location: How independent are you?

Students with learning challenges must not lose sight of the fact that college life extends beyond academic needs. Rather than basing your decision solely on whether or not the college has a strong disability services office, be sure the college can meet all of your needs and preferences. Examining needs and preferences, the location of the campus, and career goals will help your family select a college that best matches individual needs. Remember, there are a variety of resources available to students with learning differences.

Moving away from home can be challenging for students regardless of whether or not they have a learning disability. However, some students with specific challenges may experience higher levels of anxiety and may not yet be prepared to live independently. Determining whether the location of the college campus should be a priority in college selection is dependent on several factors.

Measures of independence

• How independent is your student? Does she independently manage her responsibilities or does she need adult guidance? Does she independently manage things like cooking, laundry, and managing finances?
• Is the college located in a small town or a large city? How will this impact your student’s decision?
• If your student chooses to live at home, how far of a commute is it? Is public transportation available? Can she access it independently?
• Does your student want to live with a roommate or does she prefer to live alone?
• Is your student able to say no to peer pressure?

Your answers to these questions will help you evaluate your student’s level of academic and social independence. Beyond this, also consider things like accessibility to medical providers and your student’s ability to maintain relationships with family and friends within a specific mile radius.

Assess other student needs

Once you have examined your student’s needs and preferences, consider other elements of the college decision, including finances, prestige, student life, availability of academic programs beyond the major and disability services (such as study abroad or specialized facilities), and the activities the student enjoys or wants to explore in college. In this way, the college search is no different than for any other student.

However, it is vital that students with learning disabilities—and their families—place that learning disability squarely at the center of the decision.

As we highlighted above, students with learning differences graduate at less than half the rate of neurotypical students. You must fully discuss and decide what services, facilities, technologies, and personnel you will need to be successful in college. 

College graduation is the key

This is the key consideration: do not think so much about college admission; instead, think about college graduation. What do you need to be successful so that you can graduate from college with the major you want—on time and on budget? 

Of course, every student is different. But we have seen students with learning differences who have failed to graduate because they were in denial about the importance of putting their learning differences front and center in thinking about how to choose the right college. 

Fortunately, we have also worked with many, many students with learning differences of all types who have successfully chosen colleges that have matched every aspect of who they are as a student and a person. You do not need to limit your college choices just because you have a learning disability. However, you ignore your own learning challenges at your peril. 

The Disability Services office – how much help do you need?

High school students who have typically relied on the support of their parents and other adults when it comes to negotiating accommodations will find themselves in the driver’s seat when they get to college. Most parents and professionals involved with preparing students with learning disabilities for college would agree that independent decision-making and the ability to express one’s needs are two critical elements of self-advocacy. However, success in making decisions and communicating one’s needs can be intimidating. In the college classroom, for example, a student with dyslexia who processes written material more slowly will need to step up and do some self-advocating. If he doesn’t, it can mean the difference between passing and failing.

Given that self-advocacy is equated with success, establishing a positive relationship with the disability services office needs to be a top priority. And remember, you have the right to access these services whether or not you disclosed your disability on your application to college. Whether or not the admissions office knew of your dyslexia or ADD or other challenge before you were admitted, you are eligible to take advantage of those services—as long as you have the right documentation of your diagnosis. We will discuss documentation requirements below, but first, let’s look at the different levels of support that different colleges may provide. 

Finding the right fit – levels of support for LD students at the post-graduate level

The level of support for learning differences varies greatly from college to college. In this section, we will summarize these different levels of support. As you review them, consider which level of support would be best for you or your student. 

Students with learning disabilities and ADHD are applying to colleges and universities at increased rates. And while colleges and universities are making progress in leveling the academic playing field for qualified students, campus attitudes and special services programs continue to vary. Unlike public schools, colleges and universities are required by law only to make “reasonable accommodations” for qualified students with learning challenges. To find programs that are a good fit, it is helpful to think about disability support programs in terms of three main categories.

Basic Programs

“Basic” programs are also referred to as limited, self-directed, or decentralized programs, and they only offer accommodations required by law, such as note-taking assistance and un-timed testing. Most colleges and universities fall into this category and are best suited for students who received consultative services only at the high school level. For students with on or near-grade level reading, writing, and math skills, strong self-advocacy, and consistent time management skills. The assistance of basic programs provides the necessary accommodations for academic success.

Coordinated Services

At the next level of support are programs described as “coordinated” services. These programs provide services beyond the required level. Students will have access to at least one specially trained staff member who may have input on admission decisions and offer study skills classes, tutors, and other support services at no additional charge. These programs are typically best for students who demonstrated on or near grade level skills in high school but needed support in requesting needed accommodations and in effectively managing their time.

Structured Services

Programs offering the highest level of support are described as “structured” or “proactive” programs. They often require students to sign a contract and charge additional fees ranging from $2,000 to $8,000 a year. They offer modified coursework and specially trained staff that monitor individual student progress. Fewer than 100 schools fall into this category.

To determine the best program for your student, students and their families should schedule a meeting with the disability services program on campus. Sitting down with staff from the disability services program, which every college and university should have, will give you an opportunity to learn more about the program, the staff, and the services available to students with learning challenges. Once your family has had the opportunity to see the program and meet its representatives. You and your student will be better able to evaluate the college’s academic and extracurricular activities, college climate, and its disability supports for getting you into – and out of – college.

Documenting Your Learning Disability

Let’s assume that you have decided to disclose your learning disability. Before filling out that application, you really should contact the disability services office by phone or by email and request all materials you will need to start the application process. Colleges love to send out information, and among the materials they will send your family are the documentation guidelines.

Something you’ll notice right away is that families (not high schools) are responsible for verifying that existing documentation meets the college or university’s requirements. To be safe, request additional copies of your student’s evaluation results from your high school or testing service provider. You might also need to schedule an appointment to complete additional testing or to provide some supplementary information. Be advised: preparing this documentation can take time, so complete this step as early as possible in the application process. Also, allow the disability services office sufficient time to review the information and become familiar with your student’s accommodation needs. Any delay can mean a postponement in receiving appropriate accommodations.

Documentation: How much is enough?

Colleges typically use your student’s age, the evaluator’s assessment approach, and the level of detail provided in the last eligibility evaluation to determine the level of support she will receive at the college level. The U.S. Department of Education’s Office for Civil Rights, which is the primary enforcement agency for college access under Section 504 and ADA. Makes the following points about documentation in their booklet Students with Disabilities Preparing for Post Secondary Education: Know Your Rights and Responsibilities:

Recommendations from the US Department of Education regarding documentation

“ Schools may set reasonable standards for documentation. Some schools require more documentation than others.They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician.The required documentation may include one or more of the following: a diagnosis of your current disability, the date of the diagnosis, how the diagnosis was reached, the credentials of the professional, how your disability affects a major life activity, and how the disability affects your academic performance.The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.  “Although an Individual Education Plan (IEP) or Section 504 Plan, if you have one, may help in identify services that have been effective for you, it generally is not sufficient documentation.  This is because post-secondary education presents different demands than high school education, and what you need to meet these new demands may be different. Also, in some cases, the nature of a disability may change. If the documentation that you have does not meet the postsecondary school’s requirements, a school official must tell you in a timely manner what additional documentation you need to provide.You may need a new evaluation in order to provide the required documentation.”

So, how much documentation will be enough? 

Documentation: Six Core Elements

Based on a review of decisions of the Office for Civil Rights, the following six core elements should help you evaluate your current documentation:

1. Documentation should contain a clear statement identifying the area of disability

Classification codes from the Diagnostic Statistical Manual (DSM) or the International Classifications of Disease (ICD) are helpful. Specifically, be sure the documentation includes the dates of the original diagnosis and any evaluations performed by referring professionals, along with a date and description of the most current evaluation.

2. Documentation should contain information regarding the current functional impact of the disability

A psycho-educational battery of tests consisting of standardized tests that measure aptitude, achievement, and cognitive processing is the most common approach for identifying and quantifying a learning disability. And it is likely to meet the minimum requirements for documentation at any college or university. Current functional impact on physical, perceptual, cognitive, and behavioral abilities should be described in the narrative, and when formal or informal testing was used, the details of the results should also be included.

3. Documentation should include information about treatments, medications, and assistive devices and services

While it is important to specifically describe treatments, medications, accommodations, assistive devices and assistive services that your student is currently receiving, it is also important to include a description of their estimated effectiveness in minimizing the impact of the disability.

4. Documentation should provide a description that provides information about the expected progression or stability of the disability over time

Include a description of any expected change in the functional impacts of the disability over time. Also, include information about any recommendations concerning the need for re-evaluation of the disability. Especially if your student experiences flare-ups or episodes.

5. Documentation should include recommendations

Because recommendations must be reviewed and approved by the college or university, all recommendations should be directly linked to the impact of the disability. When connections are not specific, they should be explained in detail.

6. Documentation should contain the credentials of the evaluator

If your student’s documentation does not contain a letterhead or form, be sure to include the credentials of the evaluator. Furthermore, if the credentials of the evaluator are not typically associated with the diagnosis of the disability, be sure to include a brief description of the evaluator’s experience with this type of diagnosis.

Remember, in order to receive accommodations at the post-secondary level, documentation must demonstrate that your student has a disability as defined by the ADA and Section 504. Colleges grant accommodations when existing documentation clearly links the current impact of the disability to the requests your student is making. To avoid complications, always investigate the specific documentation requirements for the colleges your student is likely to attend by either visiting the college’s website or contacting the college’s disability services office.

Your “Secret Identity”:  how and when to disclose learning differences on the college application

Once you’ve decided to disclose your learning difference, the question shifts to how and when you should disclose it. Regardless of the application and the college, you should definitely disclose your learning difference in writing. Generally, there are three different ways to disclose your “secret identity.”

In your college essay

Oftentimes, students will address the main essay prompt by describing how their learning challenge impacted their academic careers over time. One of the essay prompts on the Common Application , for example, asks about a “background or identity” that is important to the applicant. Many students for whom their learning challenges have been front and center throughout their lives may be tempted to write about this aspect of their lives.

Another Common Application prompt, in fact, asks students to discuss a challenge or setback that they have experienced and to write about how they overcame it. This prompt is also a favorite of students with learning challenges because it becomes a way to spin the challenge in a positive manner. 

Despite the centrality of a learning difference to a student’s experience, we actually advise our students against using the main college essay as a way to disclose a learning difference.  

Why you shouldn’t disclose  learning differences on the college application in your essay

Our recommendation is based on the idea that a student with a learning disability generally doesn’t want that difference to be the defining characteristic of their personality. Furthermore, a learning disability by itself is not an “achievement.” Rather, it is something that the student must deal with day in and day out. While a learning difference can have a HUGE impact on a student’s daily academic routine, it is not necessarily the thing that makes the student most proud, or for which the student wants to be remembered in the admissions office.

The personal essay offers all students an opportunity to share with the admissions office something that is enormously important to that student. It allows the student to give a three-dimensional portrait of who they are not only as a student but as a human being. Thus we recommend that our students use this valuable piece of their application to share their values, ideals, and personal insights.

Our recommendation about where to disclose learning differences on the college application

At Great College Advice , our recommendation is that students share the facts of their learning differences in a different way. Remember that applicants are usually asked if they want to add any additional information. If so, write a personal statement consisting of 150-200 words and attach it to the application packet. Regardless, remember that your statement should not be presented as an excuse for academic difficulties. Be confident, honest, and positive. Also, don’t forget to include current, professional documentation of your disability and your need for accommodations.

Disclose learning differences on the college application as “Additional Information”

Both the Common Application and the Coalition Application offer an “additional information” section in which the student can offer supplemental information that is not otherwise addressed. This could be an excellent place to describe the learning disability briefly and explain the impact it has had on your learning.

This description and explanation should be clear, concise, and matter-of-fact. It should have a clear, positive tone. Don’t make it whiny. Moreover, it should not be written as some sort of “excuse” for poor grades or other difficulties in school. Nor should not drone on for a long time. 250 words should be plenty to get the main points across.

And what is your main point? The central theme of this essay should be that you have a diagnosed learning disability and that it has an impact on how you do your schoolwork. If there is a connection between the disability and your grades or the courses you decided to take, simply point it out. For example, a dyslexic student might point to generally lower grades in language-based courses or to the decision to avoid a foreign language in high school.

You are not defined by your learning difference

Understandably, some students find it ironic that the disclosure of something that looms so large in their day-to-day life can be summarized in only 250 words. This is partly because of the feelings that the learning difference can evoke. For some students, it is really like a beast that must be slain every day. 

Nevertheless, “disclosure” is a revelation of the facts. It is not the place to discuss the ways in which this beast has made you feel frustrated or angry or lonely. It is not the place to talk about the emotion you felt—after years of struggle—when you were finally given a formal diagnosis and the commensurate accommodations.

Rather, focus on a general theme: I have a learning difference. It affects me academically in the following ways. I’m doing the following to adjust to this difference. I use the following accommodations. I’m improving, or I continue to do well, or I continue to struggle in the following ways (as the facts suggest).  Finish with a sense of pride and accomplishment that while you will always have to wrestle your own particular beast, you know you will accomplish your academic goals.

Simple. Factual. Concise. No embarrassment, no shame, and a positive view of your future.

Another possibility: disclose LD in a separate written communication with admissions

The same writing guidelines above apply to writing a separate communication to the admission office. However, why would you want to send a separate communication?

No space on the application

Many application platforms neither require nor give space for writing essays of any sort. In this case, you cannot disclose your learning difference on the application itself. If you feel that disclosure will help your chances of admission, then you should connect directly with the admissions offices of the universities to which you are applying. We recommend you try to connect with the member of the admissions staff who is responsible for handling applications from your school or region or state. Often, you can look up the admissions staff on the website and learn which staff member would be most appropriate. 

Sometimes, however, you may be unable to find such information. You can try calling the main admissions number, but even then, you may not be able to get the contact information of a specific person. If that is the case, ask the person answering the phone how you should handle your intention to disclose your learning difference. You may be instructed to send your email to the main admissions address. In this instance, do these three things.

How to send your disclosure in an email

First, submit your completed application prior to writing your disclosure email. Second, make sure the email subject line has your application number or identifying code on it. This will make it easier for the admissions office to match your email with your completed application. Third, make sure that the body of your email includes enough identifying information to ensure that the email is matched to your application file. At a minimum, include your home address, your phone number, your high school, and your date of birth. 

Emailing is possibly the best use of space on the application itself

Even if your application does provide an “additional information” section in which you can disclose a learning disability, it may be in your interest to do so in a separate communication. You want to make sure that the additional information section provides as much high-quality information about you as possible. If you have more important things to share in that section, then use the space for those important things. For example, if you have research abstracts or publication lists or music awards or other achievements that do not fit elsewhere on your application. Then the “additional information” space is where you should describe and amplify those accomplishments.

Once again, you are more than your learning disability. While it looms large in your daily life, it does not define you.

Your LD is a fact

Think of it this way: your learning difference is an interesting fact about you, just as your ethnicity, citizenship, and parentage are interesting facts.

Of course, the whole reason for disclosing your learning difference is to give context to your academic performance. The admissions officer needs to know this fact in order to interpret your course choices and grades.

Whether the admissions officer learns this interesting fact about you on the actual application or in some other communication will not really matter. Instead, use every opportunity to give a full 360-degree view of who you are as a person. You want to demonstrate all your accomplishments, positive attributes, interests, plans and ambitions for the future.

Your learning difference may provide crucial context to all those things. However, a learning disability is not your primary, defining characteristic. Your disclosure is a strategic choice to help you in the college admissions process. But you are much more than that.

Whether to disclose learning differences on the college admission:  a summary

Disclosing a learning disability in the college admissions process can be a difficult decision. However, as you make this decision, keep in mind these basic considerations:

• Will disclosure help or hurt your chances for admission? In most cases, disclosure helps more than it hurts.
• Understand how your learning difference will be accommodated while you’re in college. Specifically, understand legal changes.
• Assess your own learning needs. Err on the side of planning for more accommodations than you think you need right now.
• Ensure that the documentation that identifies your learning disability is no more than three years old  before  you enter college. Whether or not you disclose in the admissions process, you will need proof of your diagnosis if you are to receive any accommodations at all. Even if your diagnosis is mild or doesn’t present great obstacles now, you should have this documentation just in case.
• Make sure considerations of your learning disability are factored into your college choice. It doesn’t need to be the leading factor, but your academic success—and eventual graduation from college—requires that you include your learning difference in your decision-making.
• Carefully consider  how  to disclose. Do so in a way that presents you in the best possible light. Your learning difference is an important fact that gives context to your academic achievement, but it probably isn’t the most important thing about you.

You can do it!

Your learning difference is an important part of who you are as a student. However, it does not need to define you as a person. It doesn’t limit your ability to succeed in life. Embrace your difference, just as you embrace your hair color, your skin tone, your hometown, and your family circumstances.

Or, as the French would say, “Vive la difference!”

What if you still can’t decide whether to disclose learning differences on the college application?

Every case is different.  Every student is different. And the questions you may have about your personal circumstances may still not be answered by all the information in this article. 

Never fear. The expert college counselors at Great College Advice are very experienced in helping students to make this difficult decision. We would be happy to walk you through your options in light of your unique experiences so that you can present yourself in the best possible light on the college application.

Give us a call or contact us via our website. We’d be more than happy to talk to you.

Mark Montgomery College Admissions Counselor

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Guest Blog: How to Effectively Write About a Disability in a College Essay

Diane Diamantis June 13, 2016 Blog Posts , Non-Profit

Today we are pleased to feature a guest blog by Shirag Shemmassian, Ph.D. We met Dr. Shemmassian at the 2016 national conference of the Tourette Association of America. His work as a consultant helping students with disabilities fits well with our goal of helping college students who have Tourette Syndrome. Here, he covers a topic that can benefit students with all types of disabilities. We hope you find it useful!

–Dollars 4 Tic Scholars

How to Effectively Write about a Disability in a College Essay

by Shirag Shemmassian, Ph.D.

Parents often ask me whether their student’s college admissions chances will be hurt if they discuss a disability in their college essay.

The answer is a resounding “No.” In fact, disclosing a disability in a college essay or elsewhere on a college application can help your student gain admission to their dream school .

Colleges aim to recruit a diverse student body, and disability is seen as one form of diversity. Disclosing a disability can provide admissions committee members with the proper context in which to evaluate your student’s academic and personal achievements.

Nevertheless, I am a firm believer that there is no such thing as a good or bad college essay topic, only strong or poor execution . Therefore, merely disclosing a disability won’t be enough to get your student into great colleges. They will have to go a step further and discuss specifically how their disability makes them them .

So, how can your student produce a standout essay about their disability? Following the dos and don’ts listed below will help your student avoid common mistakes and wow admissions committees the nation over.

• Don’t write a story with the intention to make the admissions committee feel bad for you. Do write a story that demonstrates your unique qualities and how you will be a good fit with a particular school.

Every time an admissions committee member reads a college essay, the question in the back of their mind is: “Will this applicant be a good fit at our school?” The best way for your student to demonstrate fit with a college is to tell a compelling story that conveys their positive traits, such as grit, resilience, and optimism. On the other hand, telling a story that exclusively highlights the challenges your student faced with their disability will unfortunately lead the reader to doubt whether they will be able to handle the rigors associated with college life.

• Don’t simply write about how you dealt with your disability. Do communicate how working through your disability has transformed you or helped you grow.

Your student’s disability, and the way they have dealt with it, have likely contributed significantly to their identity development. Admissions committees want to know how your student’s experiences with their disability has shaped them into the wonderful person they are today. For example, overcoming the teasing and self-advocating for my educational rights associated with my Tourette Syndrome diagnosis has helped me embrace the fact I am just as capable as anyone else and to help others do the same. How has your student been transformed positively because of their disability experiences?

• Don’t present yourself as someone who has overcome every issue related to your disability. Do present yourself as someone who makes the most of every difficult situation you face.

Your student’s disability may impact their friendships, schoolwork, and relationships with family members. And while your student is likely an incredibly resilient individual who has overcome multiple barriers at school, at home, and in the community, they inevitably continue to face challenges due to their disability or otherwise. Therefore, your student’s goal for their college essay should be to authentically discuss their responses to life’s challenges, regardless of whether or not they have figured everything out. I mean, which of us has?

Final Thoughts

Your student should not shy away from discussing their disability when completing their college applications. Doing so may help them present a side of themselves that is likely a major part of the person they uniquely are. Nevertheless, there are multiple fine lines your student must straddle when discussing their disability to come across as authentic and resilient, and to demonstrate fit with their dream schools.

Dr. Shemmassian channeled his passion for empowering families to found Shemmassian Academic Consulting , through which he helps students with disabilities get into America’s top colleges. His work has been featured on television, conferences, and various blogs and podcasts. You can receive Dr. Shemmassian’s top 10 college admissions secrets for free to help your student get into their dream school—without the stress—by clicking here .

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Articles & Advice > College Diversity > Ask the Experts

Should I Disclose My Learning Disability on College Applications?

Disclosing your learning disability to colleges can be a hard step to take when you don't want to be defined by it. Here's why experts say it's a good idea.

by Eric Endlich, PhD and Jessie Brumfiel

Last Updated: Mar 12, 2024

Originally Posted: Jul 20, 2020

Whether or not you disclose during the application process, once you’ve been accepted and put down a deposit at the college you plan to attend, reach out to the Disability Services Office (sometimes called the Accessibility Services Office or Learning Differences Office) and set up an appointment. You can provide any relevant documentation you have (e.g., neuropsychological evaluation, doctor’s letter) and discuss the accommodations and supports you’ll need. Speaking up now will pay off later! 

For more helpful advice on learning differences, check out our College Diversity section.

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Learning Disability On College Essay?

Hello everyone, recently I’ve been considering writing about my learning disabilities (ADHD and Anxiety) on my application essays. Let me make it very clear that I would not use the LD as a crutch to explain weakspots on my application. Instead, I would explain how my LD was an inherent obstacle that I had to overcome, and through developing coping skills/strategies, I was able to achieve much success as indicated by my high gpa and 1550/1600 on the sat. Thoughts on this idea?

Explaining how you developed academic skills and knowledge in the context of a learning disability is a worthy topic, but NOT for college admission essays. You have legal rights as a person with a disability that offer protections such as not factoring disability into the admissions decision. You have experience learning in high school and have no reason to think you will have problems in college. Admits are expected to do well in college, but some might worry about you academically or be concerned about the cost of accommodations. These concerns would not be voiced because of contaminating the application decision, but some may worry about how well you will do. You may get denial votes and will never know. Don’t put yourself into an awkward position by disclosing disability when it is irrelevant to admissions! You will be admitted or denied on the basis of the credentials you submit. Let your profile speak for you without potentially complicating admissions by disclosure of disability!

Your topic itself is very good and will improve when you are in experience about learning in college and how that differs from high school. Never disclose disability until you are admitted! After you accept, contact the disability office about how to receive accommodations, if necessary. Stay quiet about disability until you have formal notification of admission.

Don’t do it. Essays are to make you look unique and interesting. Honestly, dealing with anxiety and ADHD are a dime a dozen.

I agree…my daughter has anxiety and ADHD…plus not so great grades…while we are not quite at the application stage we are discussing options and there is a key learning disability that she also has…poor working memory/working memory deficiency. If all she had were anxiety/ADHD but she still had a high GPA and SAT scores (as CosmicStorm appears to have) I would NOT disclose the anxiety/ADHD. However, since my daughter who has had private tutoring nearly all her life for math but still had to withdraw fail from Algebra 2…and struggles still with all classes so that she will likely end up with a 3.0-3.4 GPA (her PSAT score was 960/1600)…we feel that disclosing her working memory deficiency LD will provide clarity as to why her stats are so low. That being said, we plan to disclose it in the app but not have it be the topic of her essay necessarily. I’m assuming there is somewhere on the app (other than essay) where she could disclose it.

I would not do it. Don’t take the prompt so literally. Focus on a topic that makes you someone they would like to have on campus.

Agreeing with @intparent : overcoming x obstacle essays are exceptionally hard to do well when you are still so close to it- and many, many students try.

Agree with above. Do not disclose that your daughter has a deficit in working memory! Do her stats meet the requirements of schools to which she is applying? If not, expect her applications to be denied. Major tutoring to help her maintain her high school gpa does not make it more acceptable to ACs. Who will provide her with at least the same level of tutoring she receives now to maintain grades. Colleges offer short term tutoring, but nothing as extensive as your child receives. Disability services do not provide tutoring legally or practically because admits are expected to be fully qualified for admissions and require accommodations only be for functional limitations. Accommodations do not prop up students who are academically deficient. Sliding information into the application does not make it acceptable. A deficit in working memory in not something she can evade. Your daughter needs focused remediation on her working memory deficit before she can securely enter college.

If a earning disability is to be mentioned at all it should be mentioned by the guidance counselors no his/her letter of rec.

You can write about this briefly in the supplementary essay that helps adcoms know about you beyond what is already in the application. Your transcript will show your successes. That might be a better way- and then use the main essay for another topic.

There is nothing wrong with disclosing and it will not affect the decision one way or the other, most likely …but it is true that this is not an original topic, not at all. However, if done in a heartfelt, likable manner it might work. It is commendable that you do not have to use this to explain bad grades but instead to highlight good grades and hard work in the light of a disability.

I’m a rising senior and I’m surprised by the advice to not disclose LD’s in the Common App essay. I have asked both the college counselor at my school, as well as a university admissions counselor (the parent of a friend). Both said that revealing it myself, in my main essay, is not a bad idea so long as I don’t use it as an excuse. My college counselor said that it would help explain my slightly lower gpa as compared to my test scores and difficulty of my classes. My mom thinks that if a college wouldn’t accept me because of this, then it really wasn’t the best fit college. I kind of agree with that. I’m not trying to get into super reach colleges. I really am focused on schools where I would be happy and could get the few necessary supports I need.

I do agree with @compmom , it is not an original essay. But most are not. But sometimes I don’t think those without LD’s fully understand the impact on the lives of those that have them. Admissions people have likely read a lot of these essays. But doing well despite these issues shows strength, determination and grit. I really feel like a significant part of me is this challenge. My job has been student for 12 years, and I have given every ounce of myself to be the best one I can be, and in a system that is set up for the success of a different type of learner. Reading this thread is discouraging esp. since I wrote about this topic.

you say you have a high gpa and good test scores so why don’t you let your grades speak for themselves? It will be really inspiring later on when people find out what you’ve been through.

^Actually, I said I had a slightly lower gpa.

Since you feel this is an important part of your story, go ahead and write it. Honestly, any topic works if it is done well. I know someone who got into a dream school writing about blueberry muffins.

Again, you have a few options for dealing with this. You can write a supplementary essay, the one where the application asks if there is anything else you want to let them know about you. And your guidance counselor can write about it, with your permission- as can teachers writing recommendations. Or, you can write about it.

The only reason to be cautious is you want to think about whether or not your LD defines you. It takes a lot of work and grit to deal with, so those qualities do define you. If dealing with your LD is the best way to show who you are, go for it.

You will not be penalized for mentioning having an LD. Colleges do not discriminate. They go by your performance, your character, your ability to contribute…and admissions knows that many kids with challenges can do well.

Accommodations will not be at the same level as high school: a different lower standard has to be met. So keep that in mind in choosing schools… And definitely register with the Office for Disabilities once admitted.

If you want to share it but not have it part of your essay you can put something in the additional information section. However, you must keep it short (a sentence or two) and sweet. The additional information section is not an opportunity to write a second essay. Admissions officers are swamped and are absolutely not looking for extra essays to read. Alternatively you can ask your guidance counselor or a teacher to note in in a recommendation.

Ilovemydog21…take this or leave it…

I think you need to understand that legally college counselors have to say that a LD will not affect an application. It’s just like when you go for a job interview and there is already another candidate who has a connection and will get the job. The interviewer is never going to say, “we are required to interview three people but the job is already going to candidate #1 .” It’s illegal to say anything other than, “all candidates have an equal opportunity for the job.”

Your mother’s words are beautiful but please remember she is looking at the situation through the eyes of a mom who loves you. The world doesn’t work like that. It isn’t fair. At times you have to fight and claw your way to what you can do and deserve. Nobody is going to understand or help. That’s the way it works sometimes.

I think the college counselor at your school is seriously misguided. IMO, don’t ever disclose anything on a college application that would give reason for an admissions officer to choose another applicant. Once you get there as a student there will be an office of disability and by law they are required to give you all of your accommodations. Some schools are more friendly than others to accepting students with disability. Good luck.

Essay does not equal Confession.

An essay should show what makes you unique. It should show off your accomplishments.

^^This. Keep your eye on the objective of the essay.

A learning disability is not a good essay topic. If you disclose disability as an explanation for a somewhat lower gpa, you are raising red flags about your ability to withstand the academic rigors of college. You can seek accommodations from disability services after acceptance, but disclosing LD during admissions means abandoning protections granted to persons with disabilities. If your credentials are good enough to meet admission requirements there is no need to disclose. If your application does not meet admissions standards, disclosing LD wont help.

You can write about anything if you want but your essay should be personal, unique and interesting. Adhd is just personal. Now if you make your essay also unique and interesting with it then yes. Just pursue this site and you will see lots of kids asking the exact question. Adcoms will see this is a more common essay. Adhd makes kids hyper focus and makes them think out of the box… These are totally positive attributes. Many top ceo of Fortune 500 companies have Adhd… So maybe a spin on it would be different.

Just remember the Adcoms read a lot of essays… How many do you think they read from kids over coming an illness, Adhd, going on vacation and volunteering at a village, doing habitat for humanity projects etc. Doesn’t mean you can’t write about these but trying to write about something different about yourself might just be more interesting. You can always bring up the disability that you overcame but it’s a more subtle way and still get your point across and not have the whole essay about it… IE: While living with ADHD and overcoming my deficits what I learned about myself was that I have unique abilities that I can use to my advantage. I think more creatively and I am able to apply it to… Etc… I am a better editor then a writer but hopefully you get the idea. I would like to learn more about this creative higher end thinking then about the Adhd that helped create it. Now the essay is Personal, unique and interesting. Adhd runs in my family also so I am not looking down on you or your essay. I just think you can take it in a different direction for a college essay and still get your point across.

@scoutmom2002 has your daughter been evaluated for dyscalculia? We found out late that my daughter has this. Very frustrating when she wanted to do higher math but just couldn’t.

http://www.dyscalculia.org/

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My Problem With College Admissions Essays as a Disabled Person

As a 20-year-old transfer student who spent a summer studying abroad, dragging out the old same elegized story of my life as a young person “robbed of a normal carefree youth” is a bit boring. I’m tired of hearing my story, too. The story isn’t untrue or unworthy of being heard; it’s just so often associated with the disabled community that it becomes the only story expected of me. The disabled community is the largest marginalized minority in the world. There are many narratives worthy of being told, but so often they are overlooked for the inspiration porn , instantly shareable Facebook headlines.

Don’t get me wrong, I love a good overcoming adversity story. These stories are valid and so important. The essays I write for those college admissions boards, outside of how my disability affects my life, are not necessarily a Penguin Classics level work ready to be sent off to the closest corporate bookstore. The essay I try to write focuses more on my personal journey of self-discovery that genuinely starts out with “I’m a cliche” and goes on to wax poetic about the magic of soul searching. But when does the disabled community get to stop “overcoming adversity” and allow members to be known as individuals? My multiple sclerosis is an important part of my life, but as I’m sure many disabled kids who have applied to college can attest: it’s also the hardest to make sound not boring.

Personally, before I was diagnosed my life was a whole lot of sleeping all day, then vomiting if I ate anything. Really fun to relive as you beg a school for scholarship money, right? This is why I wholeheartedly believe college application essays are inherently ableist. I understand my privilege in this world as someone who was diagnosed later in her youth and was fortunate enough to have opportunities — like study abroad, or even being able to afford my medical care.

This is not what colleges want to hear about, though. Sure, maybe under the veil of how my disability affects such experiences and how I overcame it. (Spoiler: Sometimes I don’t; life for disabled people isn’t endless amounts of awe-inspiring obstacle climbing.) The personhood of any disabled person cannot be boiled down to one label. A disabled life is more than just one bad thing after another, so let me revel in the good once in a while.

Now, excuse me as I finish my Common App essay with this last line of lamenting my disabled experience. Hey, I still need that scholarship money.

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My journey to self-acceptance as disabled was full of realizations about what labels are and who gets to define them. I am disabled with a lot to say and not talented enough to join a punk band.

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Disability College Essays Samples For Students

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Do you feel the need to examine some previously written College Essays on Disability before you get down to writing an own piece? In this open-access catalog of Disability College Essay examples, you are granted a fascinating opportunity to explore meaningful topics, content structuring techniques, text flow, formatting styles, and other academically acclaimed writing practices. Using them while composing your own Disability College Essay will definitely allow you to finalize the piece faster.

Presenting the finest samples isn't the only way our free essays service can aid students in their writing endeavors – our authors can also create from point zero a fully customized College Essay on Disability that would make a strong foundation for your own academic work.

Free Essay On Human Rights

Introduction.

Since time immemorial, sensory disabled people especially have been in the background of society, and not being encouraged to follow whatever dreams they have because of the lack of concept about that dream. See, people with sensory disabilities want to live a normal life or be seen as normal, and not just some freak in a wheelchair or some last dating resort. This essay will discuss the importance of sensory disabled people’s abilities human rights, their needs and getting them met, their life plans and how they are capable of living like a normal person despite their disability.

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It is a way of teaching based on understanding that students have different rates and ways of learning, different interests, different ways of instruction reception and different ways of expressing what they learned. This ensures that the student maximizes on learning to meet educational goals and standards that apply to all students and eventually become successful learners. All special needs of individual students are effectively met. It makes learning engaging and relevant to all students.

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EMS stands for Emergency Medical Services. It’s a medical services, which are provided for people, who needs help in emergency situation. Different methods, which are used prior giving medical services: Incident recognition, access 911, dispatch, first Responder, basic life support, advanced life support, transport ground/air, emergency department facilities, specialty care, patient rehabilitation, prevention awareness, public education. This methods run in cycle order, each method has its own goals and objectives.

Describe the challenges of providing EMS services in the rural setting.

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People gather to listen to a speech expecting something in a topic immediately. People will give importance to what matters and is relevant to them. I chose to discuss discrimination in this paper. This affects almost everyone living in Canada and is there for a topic that matter to most people both natives and immigrants. Canadian system despite existence of provisions that protect immigrants from non-European countries, lesbians and non-Christian, the physically challenged are still seen to likely pose an excessive demand (Rudolph 231).

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The benefit policy will encompass a wide range of benefits, apart from the monthly salary that the company will provide to its workers or employees. The benefits accorded to the employees will include social security, unemployment insurance and compensation as stipulated by law (Lawson, 1998).

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Example of social inequalities according to race, ethnicity, health and disabilities essay.

Social inequality is not a new idea in our society and individuals as well as groups have been facing various kinds of discrimination, based on race, ethnicity, health, and disability. These are all society created taboos that hurt and affect the society in a negative manner. Dominating groups of the society label some groups or individuals as inferior and then start oppressing them on the basis of these categorizations. This paper intends to discuss the race, ethnicity, health and disability along with discussing these all with the perspective of social inequality in the society.

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The American Association of Intellectual and development disabilities defines intellectual disability or mental retardation as that form of disability that is characterized by significant limitations of both functional and intellectual behavior that is generally expressed in the social, adaptive and conceptual skills. It’s generally known to originate before the child reaches the age of 18 years.

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With the increased cases of behavioral, developmental and learning disabilities, it is very important for the parents, childcare providers and medical professional to understand clearly the causes and treatment of these disabilities in order to reduce their effects to those persons affected. This study analyses how developmental disabilities can be dealt with to reduce their effects.

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Article Summary on the Impacts of the Americans with Disabilities Act on Organizations in the Context of Employment Law

This paper summarizes a journal article by Scott Burris and Kathryn Moss based on the effects that the Americans with Disabilities Act has had on organizations and how this helps in understanding non-discrimination principle under employment law. Article Citation: Burris, S., & Moss, K. (2007). The employment discrimination provisions of the Americans with Disabilities Act: Implementation and Impact. Hofstra Labor and Employment Law Journal, 25 (1), 1-32

Communication Speech Pp207-218 Essay Examples

Communication: speech (pp.207-218).

4. Understanding Communication of Persons with Disabilities as Cultural Communication

4.1 (a) A person without disability does not actually ponder over which term to use: “disabled person” or a “person with disability” while these two terms sound differently for a person with disability. The problem is that healthy people see people with disabilities as dependent and helpless while people with disability perceive themselves as full members of a society having some health issues. Disability is just a difference for the people who have it but it is perceived as abnormality or deficiency by healthy people (Samovar, Porter and McDaniel, 2010).

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‘A Unique Challenge’: What English Learners With Disabilities Need

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Students with disabilities face a gamut of challenges when it comes to accessing high-quality K-12 education, including a shortage of specialized teachers. The nation’s growing English-learner population faces outsized needs as their English-language proficiency scores remain lower than pre-COVID-19-pandemic averages , and immigrant English learners in particular require more trauma-informed instruction.

English learners who also have disabilities face their own intersectional issues, researchers and advocates say. They range from schools locking students out of dual-language programs in favor of English-only special education programs, language barriers between schools and families, and teachers ill-equipped to serve their students’ needs.

“It’s a complex issue. If it was easy, we would have probably figured out a better way forward by now,” said Sarah Salinas, an assistant professor at Minnesota State University, Mankato’s department of special education. “[This group] includes students that are at the intersection potentially of cultural differences, linguistic differences, and disability differences.”

According to federal data from the school year 2020-21 , nearly 14 percent of all students ages 5 through 21 enrolled in public schools were served under IDEA Part B. Of those students, 11.7 percent were English learners.

As this dual-identified population continues to grow, researchers and advocates offer some potential systemic solutions to many of the prevailing challenges these students and their families face.

A lack of access to bilingual education

One of the top concerns researchers and parents alike shared in interviews with Education Week when it comes to English learners with disabilities is a lack of access to bilingual education or dual-language programs.

Parents are encouraged to speak only English with dual-identified students, in part because of a flawed assumption that bilingualism will confuse them or hinder their academic progress or language progress, said Nikkia Borowski, a Ph.D. candidate in inclusive education at Syracuse University who studies access to bilingualism among such students.

She added that there is also the idea that dual-language programs are enrichment programs designed for academically gifted students, locking dual-identified students out in the process.

This preference for English-only instruction for English learners with disabilities plays out in smaller contexts as well, such as speech-generating devices students use that are programmed only in English.

“As a result, the students are missing access to a bilingual identity and missing access to really important cultural aspects as well,” Borowski said.

There is also the matter of how federal policy works for these dual-identified students.

Both the Equal Education Act of 1968 and the Individuals with Disabilities Education Act apply to this student population.

The IDEA, in its 2004 reauthorization, defines a least restrictive environment as the premise of providing services to a student with the greatest access to the general education curriculum, without any explicit mention of what these services look like for multilingual students, Salinas said. The Bilingual Education Act of 1968 focuses on language access for students whose first language is not English without explicit mention of education access for students with disabilities.

So while dual-identified students stand at the intersection of distinct federal policies and laws, the policies and laws are not intersectional themselves.

And even though an English-learner tool kit from the U.S. Department of Education’s office of English-language acquisition reminds educators that a student’s English learner and disability-related educational needs must be met, what ultimately ends up happening is special education and IDEA are consistently prioritized over bilingual education services, Salinas said.

Policymakers have talked about reauthorizing IDEA with more explicit mentions of the needs of dual-identified students, though such a move remains hypothetical, Salinas added.

But even before policies and practices can better align to the linguistic, cultural, and disability-related needs of students, another challenge is at play that presents a quicker potential solution.

The need to reassess communication between schools and families

Navigating IDEA and individual education programs, or IEPs, can already be a daunting task for families. Doing so while English is not the family’s home language is all the more complicated.

Under IDEA, districts must ensure that a student’s parents understand the proceedings of the IEP team meeting, including taking steps such as providing a translator.

In an April survey by the EdWeek Research Center, 65 percent of participating district and school leaders said they offered translation services for special education programming for students whose first language is not English. 37 percent said they did so for all relevant languages spoken by students and families.

Meanwhile, 6 percent of leaders said they do not offer such a service although they have special education students with that need.

Even when considering that 37 percent said their school or districts covered all relevant languages in translation needs, there’s a question of whether the translators involved were trained professionals who understand things like IEPs, or if Spanish-language teachers and bilingual receptionists were called in instead, said Christy Moreno, the chief community advocacy and impact officer of the Missouri-based family-advocacy group Revolucion Educativa.

Moreno, a trained interpreter and translator herself, said offering translation services is the minimum schools and districts must offer families. High-quality translation is key to ensuring families are fully informed of their rights, she added.

“I’ve seen IEPs that are done by Google Translate,” Moreno said.

In addition to investing in proper translation and interpretation, Moreno said educators need to proactively ensure that parents understand how to ask questions about their children’s education. That includes taking into account cultural barriers at play such as stigma within the Latino community over the experiences of students in special education.

Lizdelia Piñón, an emergent bilingual education associate for the Texas-based advocacy nonprofit Intercultural Development Research Association, or IDRA, knows all too well how important it is for families to advocate for their children. Her Spanish-speaking 11-year-old triplets require several accommodations for their autism, cerebral palsy, ADHD, and more.

On several occasions, Piñón said she had to file formal complaints against her local school district to ensure her children’s linguistic and special education needs were met—including pushing back against an attempt to reduce the time her triplets spent with their special education teacher.

However, one systemic issue she sees is a lack of proper training among educators on how to best work with dual-identified students.

The need for better teacher preparation

Piñón worked as a bilingual teacher for about 10 years. She knows that existing bilingual teachers can get their certification in special education as well. But there is a gap of information in both programs, she said, leaving teachers without full context on how to best work with dual-identified students.

“I think that educating English learners with disabilities is a unique challenge for our teachers,” Piñón said.

Overall, there aren’t many teacher-preparation programs that train teachers on what to do in bilingual special education classrooms, said Salinas of Minnesota State University.

Recognizing that knowledge gap, Piñón worked on legislation signed into law in 2021 in Texas to create a bilingual special education certification. However, approval of the new certificate program remains stalled within the state board of education.

Yet, a temporary solution to such knowledge gaps in teacher preparation lies in strategic collaboration among educators, Salinas said.

Such work isn’t always possible between special education and bilingual education teachers on account of tight school schedules and other barriers, she added.

Still, it’s a strategy researchers focusing on English learners say can mitigate not only a lack of bilingual and special education teachers but also address how little training general education teachers have when it comes to working with English learners and special education students overall.

Coverage of students with learning differences and issues of race, opportunity, and equity is supported in part by a grant from the Oak Foundation, at www.oakfnd.org . Education Week retains sole editorial control over the content of this coverage.

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What I’ve Learned From My Students’ College Essays

The genre is often maligned for being formulaic and melodramatic, but it’s more important than you think.

By Nell Freudenberger

Most high school seniors approach the college essay with dread. Either their upbringing hasn’t supplied them with several hundred words of adversity, or worse, they’re afraid that packaging the genuine trauma they’ve experienced is the only way to secure their future. The college counselor at the Brooklyn high school where I’m a writing tutor advises against trauma porn. “Keep it brief , ” she says, “and show how you rose above it.”

I started volunteering in New York City schools in my 20s, before I had kids of my own. At the time, I liked hanging out with teenagers, whom I sometimes had more interesting conversations with than I did my peers. Often I worked with students who spoke English as a second language or who used slang in their writing, and at first I was hung up on grammar. Should I correct any deviation from “standard English” to appeal to some Wizard of Oz behind the curtains of a college admissions office? Or should I encourage students to write the way they speak, in pursuit of an authentic voice, that most elusive of literary qualities?

In fact, I was missing the point. One of many lessons the students have taught me is to let the story dictate the voice of the essay. A few years ago, I worked with a boy who claimed to have nothing to write about. His life had been ordinary, he said; nothing had happened to him. I asked if he wanted to try writing about a family member, his favorite school subject, a summer job? He glanced at his phone, his posture and expression suggesting that he’d rather be anywhere but in front of a computer with me. “Hobbies?” I suggested, without much hope. He gave me a shy glance. “I like to box,” he said.

I’ve had this experience with reluctant writers again and again — when a topic clicks with a student, an essay can unfurl spontaneously. Of course the primary goal of a college essay is to help its author get an education that leads to a career. Changes in testing policies and financial aid have made applying to college more confusing than ever, but essays have remained basically the same. I would argue that they’re much more than an onerous task or rote exercise, and that unlike standardized tests they are infinitely variable and sometimes beautiful. College essays also provide an opportunity to learn precision, clarity and the process of working toward the truth through multiple revisions.

When a topic clicks with a student, an essay can unfurl spontaneously.

Even if writing doesn’t end up being fundamental to their future professions, students learn to choose language carefully and to be suspicious of the first words that come to mind. Especially now, as college students shoulder so much of the country’s ethical responsibility for war with their protest movement, essay writing teaches prospective students an increasingly urgent lesson: that choosing their own words over ready-made phrases is the only reliable way to ensure they’re thinking for themselves.

Teenagers are ideal writers for several reasons. They’re usually free of preconceptions about writing, and they tend not to use self-consciously ‘‘literary’’ language. They’re allergic to hypocrisy and are generally unfiltered: They overshare, ask personal questions and call you out for microaggressions as well as less egregious (but still mortifying) verbal errors, such as referring to weed as ‘‘pot.’’ Most important, they have yet to put down their best stories in a finished form.

I can imagine an essay taking a risk and distinguishing itself formally — a poem or a one-act play — but most kids use a more straightforward model: a hook followed by a narrative built around “small moments” that lead to a concluding lesson or aspiration for the future. I never get tired of working with students on these essays because each one is different, and the short, rigid form sometimes makes an emotional story even more powerful. Before I read Javier Zamora’s wrenching “Solito,” I worked with a student who had been transported by a coyote into the U.S. and was reunited with his mother in the parking lot of a big-box store. I don’t remember whether this essay focused on specific skills or coping mechanisms that he gained from his ordeal. I remember only the bliss of the parent-and-child reunion in that uninspiring setting. If I were making a case to an admissions officer, I would suggest that simply being able to convey that experience demonstrates the kind of resilience that any college should admire.

The essays that have stayed with me over the years don’t follow a pattern. There are some narratives on very predictable topics — living up to the expectations of immigrant parents, or suffering from depression in 2020 — that are moving because of the attention with which the student describes the experience. One girl determined to become an engineer while watching her father build furniture from scraps after work; a boy, grieving for his mother during lockdown, began taking pictures of the sky.

If, as Lorrie Moore said, “a short story is a love affair; a novel is a marriage,” what is a college essay? Every once in a while I sit down next to a student and start reading, and I have to suppress my excitement, because there on the Google Doc in front of me is a real writer’s voice. One of the first students I ever worked with wrote about falling in love with another girl in dance class, the absolute magic of watching her move and the terror in the conflict between her feelings and the instruction of her religious middle school. She made me think that college essays are less like love than limerence: one-sided, obsessive, idiosyncratic but profound, the first draft of the most personal story their writers will ever tell.

Nell Freudenberger’s novel “The Limits” was published by Knopf last month. She volunteers through the PEN America Writers in the Schools program.