In early January, 2011, Parents Education Network (PEN) held their annual workshop featuring five PEN students with learning challenges who have been successful in gaining acceptance to different colleges and universities throughout the US. All of them have one or more learning challenges including dyslexia, ADD and audio processing. The event was chaired by Eli Kersh-Oliva, program director for PEN which includes coordination of the SAFE Program*. He posed questions and the following summarizes some of panel experiences.
Which colleges/universities are you attending?
- University of Southern California
- Mills College
- Walla Walla
- University of Iowa
- Community College
When did you decide you wanted to go to college?
- In Grade V11
- In Junior year in high school
- When I was a little kid
- When I knew what I wanted to study: fashion
- After a gap year
Things they considered when choosing a college.
- wanted a small school because I needed one to one attention. And, wanted a well rounded
liberal arts education.
- applied everywhere, was good advocate for myself, looked to see what fit me best, looked for a person who would invest time with me.
- looked for a small college and structured LD (learning difference) programs.
- took a gap year after high school and then chose a community college. I am not sure where I want to focus my education and need good learning support.
- I have a passion, fashion, and that propelled me to be interested in college.
When did you disclose you had a learning difference?
- Wrote about it in my application and then weeded out schools who weren’t interested.
Checked out LD resources and asked what accommodations they offer. During the application process I was worried about losing my parents support at home as I have to have everything read to me. I also use Kurtzweil, a speech reader software. I chose Whitman where the Dean told all my professors about my learning challenge.
- I wasn’t afraid of disclosing my learning difference. If they aren’t willing to both help me and give me accommodations then I knew it was not the right school for me.
- I went to a small school before Mills to gain confidence that I could be an advocate for myself. Then, I was ready to apply to Mills.
- At a community college you don’t have to jump through hoops for LD support. I also use
the Intel Reader.
- I mentioned my learning difference in my application. At Iowa State they are very helpful and take the extra step to be sure I am successful.
What special technology do you use and/or how did you build community at school?
- I use Kurtzweil, they gave me double time for an exam which I take in another room and am given a calculator.
- I have available through the college an I-Pod, Kindle, Intel Reader and Pens that record what is being taught.
- At college we created community: Learning Styles Coalition. We are involved in Project Eye to Eye, a national program developing a coalition of mentoring programs for students labeled with learning disabilities. Now, fifteen of us are mentoring in the Walla Walla Schools.
- I am in a large university (USC) and they have an extensive learning department. Every class has a note taker and their notes are put on-line. We have a silent commons where kids who have learning disabilities can go twenty-four hours a day. Right next to it is the Writing Center where there are TA (technical assistants) in many fields to help us. I get help with grammar from them.
- In my college there is no assistive technology so I work with TA’s and professors and have
extended time for exams.
- At Mills there is a large population with learning disabilities. I feel very comfortable talking about my issues.
- At my community college there is very little LD community. My friends who are LD and ADHD are my friends and we help each other.
- I get extra time and I take classes (like sewing) to balance the academic work. There isn’t much community, except with my friends.
What are the differences between high school and college?
- Time management is a big issue. In school we were in class from 8:15 to 4 pm. In college we may have only two classes a day. I had to find a place where I could study. And, I really learned to be a self advocate. My Mum did most of that in high school.
- At the beginning of each semester I offer to take my professors to coffee and tell them about my learning difference and what I need.
- In high school I had close relationships with my teachers. In college if you fail he won’t be there for you. It’s up to you in college. It’s very important to get the teacher in line with you. Make sure they know your name and that you are trying.
- In high school there was very little curriculum choice whereas in college you choose what you want to study. It’s very important to be passionate about what you choose to learn.
- In college you have to take the entire experience in your hands.
- Parents absence is a big change. Those struggles makes you stronger, a better advocate for yourself. A planner is essential. Write it all down.
- In college you are a face in the crowd. To achieve you need to know the things you are good at and vice versa. College can be a big change.
- I learned you have to go to office hours and talk about the test with the professors. You can raise your grade by keeping in close contact with your professor. And, be sure to get a reader if you need one.
- Communicating in college with your class mates is very important.
- Find people who study like you do.
Think back to your freshman year, what stands out as most important?
- Self Advocacy is most important. Parents, ask yourself, have you prepared your
child to be a self advocate?
- Take a light load in the 1st semester. It’s a lot just to start college.
- Make sure the professor cares about you.
What did your family do for you when you were in school?
- I started to do panels in grade 7.
- I did role playing with others to learn how to be a self advocate.
- My parents called a teacher to tell them that I was coming to ask for something and asked that they give me space and listen to my request.
- I learned to advocate for myself.
- I was the black sheep of the family. I never took my parents seriously. I learned by being in a LD community. Safe Voices, a project of PEN, taught me how to advocate.
- Self advocacy is the key.
- Check out who is the person in each class who sits in the front row. They are generally a “know it all”. Get into their study group. I don’t always disclose about my learning challenge at the outset with those groups. If there is a creative aspect I ask to do that.
- Professors can be creepy. They have brains but mostly no facial expressions. So get to know them. If they deny you what you need, go to the administration and ask for intervention. Before you go, send the professor an e-mail with the request. Once you have the denial written down, take it to the administration and ask for intervention. That ends that. Remember it’s your right to have accommodations.
- Parents: let your kids make mistakes.
- Students: have a good time at college, don ‘t study all the time. Don’t let parents affect your thinking so that you lose your perspective. Make friends with those who have similar study patterns.
- In high school I was lost and only thought about girls. In college I found my passion. Don’t worry about motivation, find the passion.
- Gap year is a good way to become re-invigorated.
*SAFE (Student Advisors for Education) is a student community that strives to educate, mentor,
and support students, parents and teachers regarding the challenges and strengths of LD and ADHD students. This unique group of teens is passionate about learning differently, pursuing
their fullest potential and spreading awareness of their capacity for academic and life success.
This blog is written by Ann Farris, a dyslexic/hyperlexic.
The 2011/12 Parents Education Network lecture series in San Francisco began with a bang, a powerful bang. The lecturer, Dr. Leyla M. Bologlu, shared advice that made my heart sing. She underscored the importance of good, thorough evaluation for both ADHD and learning difficulties stating that the faster the parents take action the better. It is now proven that early intervention can impact neurological change. The goal is to ensure that the child has a healthy psychological life as he or she goes through the challenges of the learning process.
Some clues: A child exhibiting behavioral issues is a flag that the problem could generate from a brain-based neurological issue. (A dyslexic has different neurological pathways.) Or a child exhibiting executive functioning shortcomings as a result of the brain’s inability to manage learning activities may be experiencing ADHD.
Dr. Bologlu gave a graphic description of the brain’s development. The infant brain is relatively smooth. As the child grows and develops the complexity of bumps and squiggles on the brain increases from experience and exposure. This description had me wondering how physically crisscrossed is my brain from my dyslexia and hyperlexia. It wasn’t until I was in my forties when I learned i am dyslexic and in my sixties when I discovered that my real issue is hyperlexia meaning I had trouble in imaging words which are essential for reading and aural comprehension.
The lecture moved on to many types of specialists. At the outset is the need for parents to identify a competent evaluator who is comfortable embracing specialists in several different fields with discreet skills to address particular shortcomings. Dr. Bologlu reminded us that kids want to do well. The adult team needs to discover what is holding them back, what skill set they are missing and sets in motion the steps necessary to improve the ability of the child to learn.
The path Dr. Bologlu recommends to identify the learning challenge includes.
1. Obtaining a clear statement from the school with details of what seems to be going on/what are their concerns? If it is you, the parent, who is recognizing there is an isuue, ask for a meeting at the school to check out your hunch.
2. The next step is identifying a highly qualified educational therapist ( with a master’s degree) who knows and works with a battery of tests available and has experience with children of your child’s age. Tests include:
- Administration of cognitive tests (not an IQ test)
- Academic achievement tests
- Other screenings/tests including but not limited to: Slingerland, Levine, language development/auditory processing, phonological awareness, visual-motor integration etc.
3. Specialized testing includes:
- Speech & Language Evaluation (be sure the tester has at least an master’s level education)
- Occupational Therapy: These evaluations and treatments are specific to motor
development, sensory-motor integration and nonverbal weaknesses.
- Psycho-educational Evaluation: Be sure the consultant has a PhD in clinical psychology. The evaluations involve IQ testing, achievement tests, behavioral
questionnaires, social/emotional testing.
- Psycho-educational Evaluation. Be sure the consultant has a PhD in clinical psychology. The evaluations involve IQ testing, achievement tests, behavioral questionnaires, social/emotional testing.
- Neurpsychological Evaluation. This can include testing for intellectual skills (IQ testing), as well as congnitive functioning ability which may involve testing for skills in a) language (expressive/receptive), b) visio-spatial/visio-perceptual function c) memory, d) attentional systems, e) executive functioning, f) fine and gross motor functioning, g) sensory integration and more.
The Educational Therapist oversees the testing process. When she/he receives the assessments from other specialists, she/he draws conclusions and makes recommendations to the parents. The Educational Therapist must provide the names of the suggested treatment providers – more than one for each type of service. In addition, the Educational Therapist should make contact with all of the treatment providers recommended to outline the reason for the referral, the treatment focus and the number of sessions per week needed.
Additional appropriate support may include:
- behavior support in the classroom and at home
- sensory motor support – handwriting
- executive functioning skill support (study skills, breaking down large assignments)
- medication management. I found it interesting that Dr. Bologhu’s point of view on medication is that it may help with behavior but not with the core issue.
At the conclusion of this lecture the President and Co-Foundter of PEN, Dewey Rosetti, when thanking Dr. Bologlu for her remarks commented: If only we had had this kind of information ten years ago, what a difference it would have made! I agree and am just grateful that teh PEN lucture series exists so parents now have the information to take reasoned steps with their child’s learning challenge.