How Students With Learning Differences Should Approach the College Search
The transition from high school to college is a significant milestone in any student’s life. For students with learning differences, this journey can be both exciting and challenging. In this blog post, we will explore a unique approach to starting the college search for students with learning differences. Instead of focusing solely on academic achievements and external factors, we propose beginning the process as an inner journey towards greater self-awareness and self-discovery. By asking the right questions and understanding their individual needs, students can pave the way for a successful college experience.
The Importance of Self-Awareness
As students begin to contemplate their college options, it is crucial for them to engage in a process of self-awareness. Understanding oneself is the foundation upon which future decisions will be made. They should ask themselves fundamental questions such as:
1. Purpose: Why am I going to college? What are my long-term goals and aspirations?
2. Goals: What do I want to achieve during my college years? What areas do I want to grow and develop in?
3. Learning Environment: What kind of environment do I learn best in? Are smaller classes and personalized attention more beneficial for me, or do I thrive in larger, dynamic settings?
4. Strengths and Weaknesses: What are my strengths and talents? What challenges or weaknesses do I face, and how can I address them effectively?
5. Accommodations and Support: What accommodations and support do I need to ensure my chances of success? How can I advocate for myself and access the resources I require?
Understanding the Statistics
Before delving further into the college search process, let’s take a moment to consider some eye-opening statistics. In high school, approximately 94% of students with learning differences receive some form of assistance. However, upon transitioning to college, only about 25% of these students go on to utilize the available resources. This discrepancy could be attributed to various factors, including the often cumbersome process of seeking support in most colleges.
Looking at post-secondary outcomes, within six years of graduation, only 51% of all students, including both neurotypical and neurodivergent individuals, earn a post-secondary degree. For students with specific learning disabilities, this percentage drops to about 38%, and for those with ADHD and students on the autism spectrum, it is approximately 35%. While several factors contribute to these statistics, one key aspect that can be addressed is the level of support received during the college journey.
The Power of Support
The importance of support for students with learning differences cannot be emphasized enough. Research shows that students who receive support from the beginning of their college journey, including disclosing their accommodations, have a significantly better chance of success. On the other hand, students who wait until after their first year to request accommodations face three and a half times the risk of not graduating within six years. Early access to support and accommodations can significantly improve the odds of a positive college experience and successful degree completion.
Conclusion
As students with learning differences embark on their college search, it is vital to approach the process as an inner journey of self-discovery. By understanding their unique strengths, weaknesses, and accommodation needs, students can better identify colleges that align with their goals and offer the necessary support systems. The college journey is not solely about academics but also about personal growth, building resilience, and nurturing a supportive environment. Armed with self-awareness and proactive steps, students can navigate the college experience with confidence and set themselves up for success.
