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Student Spotlights Webinar Series
Students with Learning Differences: What Every Advisor Needs to Know
Presented by Guided Path
April 22, 2015
with Judy Bass, CEPBass Educational Services/CollegeWebLD
and
Rachel Sobel, Ph.D., CEPCollege Possibilities
The answer is “Yes”. Webinar will be recorded
Slides are available
Watch for email with link to
Cyndy’s blog 36-48 hours after
the webinar.
Links to all recordings available at
www.guidedpath.net/category/cyndys-blog
Today’s Presenters
Dr. Rachel Sobel is a licensed clinicalsocial worker with special training inchild and adolescent psychopathologyand learning disorders. She holds adoctorate in Counselor Education andis a Certified Educational Planner.
Judith S. Bass is a nationally recognizedexpert in the field of college placementfor students with learning differencesand ADHD. She earned a GraduateLevel Certificate in College Counselingand is a Certified Educational Planner.
Dr. Sobel has over 30 years of experience workingwith adolescents and their families in settings thatinclude psychiatric facilities, schools, universities,and her private psychotherapy practice and collegeconsulting business. Her experience as apsychotherapist, college counselor, and educatorinforms her approach to guiding students and theirfamilies through the college search and applicationprocess. She founded COLLEGE POSSIBILITIES toaddress the unique needs of students’ academic,social, and emotional disabilities as they plan forcollege or other post-secondary options.
Ms. Bass founded Bass Educational Services, LLC in2001, upon discovering that there was a lack ofinformation available on college planning forstudents with learning differences. She has beenactive in the field of education for 35 years as aneducator, tutor, admissions counselor, andeducational consultant. Ms. Bass is a past boardmember of the Independent EducationalConsultants Association (IECA) and is currently theVice-Chair, Commission on Credentialing for theAssociation of Independent Certified EducationalPlanners (AICEP).
Overview
Introduction
Preparing for the Initial Appointment
Important Steps in College Planning for Students with LD
Required Documentation for Accommodations in College
Spectrum of LD Support in College
College Accommodations
Tips for Working with a Student who Learns Differently
Final Notes
Q & A
Preparing for the Initial Appointment
Intake/Initial interview needs to include questions about learning:
Parent:
Has your son/daughter ever had any psycho-educational testing? If so, when?
Do you have any academic, social, or emotional concerns ?
Student:
Do you like to read? If so, what do you read?
How do you learn best?
Preparing (continued)
Review before initial appointment:
Full psycho-educational report (15+ pages) Diagnosis will give idea of how to interact with student
High school transcript Look for uneven grades; low grades in one subject
Recent writing sample (11th or 12th grade) Illegible handwriting; weak organization of thought
PSAT/PLAN scores (or SAT/ACT) Look for discrepancies in scores
Important Steps in College Planning
Become familiar with and discuss ACT and SAT accommodations with family
Offer guidance on high school courses, in terms of balance of challenge and work load
Discuss the option of not taking foreign language if there are problems in this area (needs to be included in neuropsychological report)
Planning (continued)
Identify the level of disability support the student will need in college before providing the college list
Explain the benefits of researching a college’s disability support services before applying
Assess the student’s maturity and make recommendations for alternative post-secondary options if warranted
Help families understand the differences in services and accommodations between high school and college
Some of the Many Differences Between High School and College
•Language: Learning DIFFERENCE
•Identification: School
•Assessment: School
•Programming: School/Parent
•Advocacy: School/Parent
•Decision Making: Team
High School – IDEA(IEP)(Appropriate education)
College –ADA (504)(Access to Education)
Learning DISABILITY
Student
Student
Student/College
Student
Student
Required Documentation for Accommodations(A psycho-educational evaluation or neuropsychological report using adult measures is required for college accommodations.)
Within 3 years for SAT, ACT and college
• Cognitive assessment such as WAIS-IV/V (for college);WISC-IV/V or WAIS-IV/V (for standardized tests)
Tests of educational achievement such as the Woodcock – Johnson III/IV
Tests of Achievement in reading, math, and written language (usually a Nelson-Denny)
Summary should include a clear statement of the specific diagnosis (learning disability) and the rationale for this disability (DSM-IV diagnosis code)
Specific rationale for math and/or foreign language exemption/substitution
An IEP may be requested, but by itself will not be sufficient for the student to be granted accommodations in college
Spectrum of LD Support in CollegeA psycho-educational evaluation or neuropsychological reportusing adult measures is required.
Specialized Colleges – students must have LD diagnosis for admission. (Only two: Landmark College, Beacon College)
Comprehensive Program – (Examples: Lynn University, Curry College)- Students must have documented learning disability - Program fees range from $5,000 - $12,000/year in addition to tuition. - Requires a separate application to the Disability Office- A minimum of a weekly appointment with a trained learning
specialist - Individual tutoring is available- Program has a director who is often liaison between student, disability staff and faculty
(continued)Spectrum of LD Support in College
Coordinated services – (This is the largest group) Examples: Oberlin College, University of Vermont
- Students must be strong self-advocate- Student must have documented learning disability - There is a Disability Office, but no liaison for student- Services are determined by recommendations on the
documentation provided- Support is available, but it is up to the student to utilize
services
Administratively staffed disabilities offices Examples: Duke University, Ripon College
- students must be very strong self-advocates- Disability Services is often part of the Student Affairs Office- Students are provided accommodation letters and must negotiate
accommodations directly with their professor(s)
Some Lesser Known Accommodations Alternative test format The use of a computer for essay tests Note taking services Foreign language exemption or substitution Text-reading software, Audio books, as well as a copy of a teacher's curriculum
for the semester so recorded books can be ordered in advance Use of a tape recorder, professor’s outline or borrowed notes for lecture type
classes (note takers, carbonless paper, share course outlines and notes) Avoid having multiple tests on a given day Use of a calculator for math exams Reduced course load (and consider taking more difficult classes in the summer
when you would be able to devote all your energy to one class) Priority Registration and assistance with choice of professors and course
selection Counseling concerning professors that teach to your learning style Counselor or coach to assist with time management, organization and
assignments.
Tips for Working with Studentswho Learn Differently
Be positive and encouraging
Let students know they have options
Move along at their pace
Try to understand their learning style and match your communication/teaching style
Be flexible and accepting, not judgmental
Final NotesRegardless of their disability, students must meet eligibility requirements and standards of the college to be granted admission.
Regardless of their disability, students must meet eligibility requirements and standards of the college to be granted admission.
All colleges that accept federal money must provide learning disability services. However, the law does not state what those services must be or how they are to be administered.
Students with LD/ADHD/ASD must consider social and organizational abilities as well as academic fit.
Remember: There is no one size fits all.
Online Resources
CollegeWebLD www.collegewebld.com
College Supports for LD www.collegesupports.com
Guided Path LD tagged lists of colleges (in College Search) www.guidedpath.net
Disability Support Services webpage on every college website (search: supports for students with learning disability on college home page)
P: 610.642.8708
Offices in Narberth and Philadelphia, PA
Rachel B. Sobel, Ph.D.
College, Postsecondary & Therapeutic Planning
for Students with Learning Disabilities
BassEducationalServices, LLCCollege and Postsecondary Planning
for Students with Learning Differences
www.BassEducationalServices.com
www.CollegeWebLD.com
Focused on finding a good fit!
Judith S. Bass, CEPMD: 301-774-5211
VA: 703-462-9299
Where are the best fit colleges for students who learn differently?
Watch for emailCyndy’s blog
Watch webinar
View & download slides
Watch for Q & A
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