| Thousands of students with learning disabilities have | | | | developmental classes go on to graduate and |
| passed through college disability offices. It is human | | | | successfully transfer to four-year institutions. |
| nature for the office staff to have initial impressions | | | | 3. Change does not happen magically. There has to be |
| upon meeting new students. It is not unusual, however, | | | | a conscious effort on the student's part to do things |
| for their first impressions to be inaccurate. That is | | | | "differently" this time around if they felt defeated in high |
| because students who appear most likely to succeed | | | | school. There is no one correct way; however, if a |
| may be missing the critical factor in college success | | | | technique has proven ineffective in the past, the |
| that is present in students who seem less able. | | | | student must be willing to exchange that strategy for |
| What is this most critical factor? Educational research | | | | one that works. The most successful students are |
| supports the fact that ATTITUDE is the single most | | | | open-minded to learning new techniques and willing to |
| important determinant. Students who are strongly | | | | experiment until they discover what works best for |
| motivated and possess drive are more likely to | | | | them. |
| graduate than unmotivated students, regardless of | | | | 4. It's never too late to change bad habits. Don't beat |
| innate intelligence. What does this mean for students | | | | yourself up over the past. You can control what |
| with disabilities who may have had negative | | | | happens from this day forward. Resolve to exercise |
| experiences in school and arrive at college feeling | | | | that control and make wise decisions in college. |
| slightly pessimistic and somewhat defeated? | | | | Remember that ALL students, regardless of |
| 1. Those students who feel unsure about their abilities | | | | determination and intelligence, have highs and lows |
| WILL OFTEN need academic and/or emotional | | | | during any particular semester. No one expects you to |
| support. It is important that they make at least ONE | | | | be optimistic about conquering every course. However, |
| connection at college for this purpose, whether it be in | | | | this is where "attitude" comes into play. |
| the disability office, the Counseling Center, or with an | | | | Less-determined students often remain passive when |
| individual professor. | | | | they hit a bump in the road; they wallow in their |
| 2. Students need to realize that they arrive at college | | | | sorrows and spend time feeling sorry for themselves. |
| with "clean slates". This is a new beginning, technically | | | | Motivated students summon up their determination and |
| the start of one's "adult life". Hopefully, this transition | | | | quickly seek academic or personal guidance to |
| brings a new-found maturity. No one at college is | | | | overcome hurdles. Remember, nothing worthwhile is |
| aware of former reputations or work habits, so | | | | ever easy. College is bound to present obstacles at |
| students have the opportunity to "reinvent" themselves. | | | | one time or another. In the end, it is often how you |
| Community colleges have seen students whose | | | | learn to deal with these obstacles that determines |
| placement scores mandated enrollment in the lowest | | | | your outcome. |