Parents, Counselors, Teachers and LD Students may use this list as a reminder of helpful skills and necessary steps to take as a high school student with a learning disability moves toward college.

1. Make sure Psychological testing is up-to-date. Current psycho-educational testing is requested by most colleges. Ask your school to test within 2 years of graduation. You must provide documentation if academic adjustments are requested.
2. Obtain all special testing records before high school graduation. Some school systems destroy these records upon the student's graduation. Colleges, as well as vocational rehabilitation offices, request these records to assist in providing special services to students.
3. Make contact with local Bureau of Rehabilitation Services (BRS) in CT or VESID (in New York) before graduation. These offices offer a variety of services to eligible LD students.
4. Consider a vocational assessment as a way to amplify present and future goals.
5. Make sure the student's knowledge of study skills is adequate. In addition to high school, consider special study skills classes/programs offered at community colleges, private agencies, or individual tutoring. CACLD can help with referrals.
6. Consult with the high school to get a good understanding of how much support or special help the student is receiving. It is important to determine realistically whether minimal LD support services or an extensive LD program at the college level will be needed.
7. Help students increase their independent living skills. Help them learn to manage their own checking accounts, do their own laundry, cleaning, some cooking, etc.
8. Encourage part-time jobs or volunteer positions. These are helpful to improve socialization skills as well as to give a better understanding of work situations and expectations.
9. Make sure students have a good understanding of their particular learning disability. They should know and be able to describe their strengths and weaknesses as well as what compensating techniques and accommodations work best for them.
10. Help students understand how their disability is connected to social experiences with peers, families, and employers. A visual or auditory discrimination deficit, and/or attention deficit disorder frequently lead to missed cues and inappropriate timing in conversation.
11. Encourage students to be their own advocate. A good first step is to encourage them to discuss their learning disability and needed accommodations, if any, with their regular high school instructors.
12. Learn about section 504 of the Rehabilitation Act of 1973. This law indicates what types of accommodations must be provided and/or allowed at post-secondary institutions if a student requests them. The responsibility is on the individual to initiate the provision of services and accommodations. (unlike the requirements of IDEA which puts the responsibility on elementary and secondary schools).
13. Get information on special exam arrangements for SAT and/or ACT. Options include untimed tests, readers or cassettes.
14. Obtain two copies of all college applications (or duplicate the one received). Use the first copy to collect needed information. Type that information onto the second copy to be sent.
15. Contact the Disabled Student Services Offices of colleges before applying. Get information on what kinds of services and support are available, the number of LD students attending, if there are modified admissions for LD students, and if there are any special pre-admission requirements when making application (such as a reference letter from an LD teacher).
16. Visit colleges before making a definite choice. Also, look at the communities in which they are located.
17. Consider having students start college in a summer session rather than fall. Summer classes tend to be smaller and instructors tend to have more time for individual help. Students can get acclimated before fall crowds arrive.
18. Consider an appointment with a qualified optometrist. If the student has visual perception problems, there may also be functional visual problems with tracking and focusing. Sometimes these problems can be partially corrected with special lenses.
19. Encourage students to have their own memberships in LD organizations. Newsletters from CACLD, LDA, International Dyslexia Association, etc. can help keep them informed about new resources and special programs.
20. Make sure it is the students' choice to attend college. The most successful LD college students are those who have high motivation and a good understanding of their particular strengths and weaknesses. They understand that it may be harder and take more time to manage college level work. They are committed to spend the extra time on studying, and to request and use appropriate accommodations when needed.

Note: Adapted from an article by Carol Sullivan, Counselor for LD students, Northern Virginia Community College, Annandale, VA; and the Staff of HEATH Resource Center, One Dupont Circle, NW Washington, DC. 20036

Note: CACLD can help with many of these things. Our Fall Conference offers invaluable information. Our books and reprints are excellent sources of information.