Parent Question: How Soon Should We Look at Disability Services for College?
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The short answer is to look at Disability Services at the same time you/your student considers any post-secondary institution. For a student with a medical, emotional, physical or learning challenge that impacts their life, the quality of the Disability Services at the community college or university might be the difference between success or failure.
Your successful high school student might “flunk out” after the first semester or struggle with poor grades through multiple semesters without accommodations. The staff at the Disability Services Center will be an important part of the student’s experience at the post-secondary level. At the majority of institutions, Disability Services are free.
When arranging to visit colleges for a tour, be certain to make an appointment to visit with Disability Services. Some questions to ask yourself:
- Is the office location convenient to access? If it is in the basement, is poorly furnished or looks unkempt, that may be a hint as to how active/engaged the office is with the life of the institution.
- How long have the staff been employed in that office? Frequent turnover means that the student may have multiple inexperienced people during their time at that institution.
- Do staff seem cheerful and welcoming? A student will be more likely to use the services if they feel a personal connection with someone in the office.
Unlike the K-12 setting in which parents are obtaining and monitoring services for students, after grade 12, the student is in charge of applying for services, seeking help and staying in contact with the Disability Services. During a college visit, here are examples of what the student might say during a visit to the Disability Services office:
- “I have... (a learning disability in reading, written expression or math, severe migraine headaches, rheumatoid arthritis, a hearing loss, an anxiety disorder, PTSD, have had multiple concussions, have ADHD).
- “At my current school I receive these supports…” Even if the student does not currently receive support, they may get accommodations at the college level. Discuss current treatments. “I am receiving treatment for this condition from a Psychiatrist, Neurologist, Psychologist, Rheumatologist, etc…”
- Then describe how the condition affects daily life. “My reading speed is slow, so I need extra time to finish tests and I need access to digital textbooks.” Or, “With IBS, I never know when I may need to leave the classroom, even during a test. I can’t control how my treatments will be scheduled, so I might miss class sometimes. I need to have access to my car to get to treatments.” The counselor will discuss possible accommodations based on the challenges that the student experiences.
Blogger Mary Ann Mulcahey, PhD, shares her expertise in assessment and diagnosis of learning disabilities and ADHD, and the social/emotional adjustment to those issues. If you have questions, please contact Mary Ann at .
