| Students with learning differences who receive | | | | program provides people to whom students can turn |
| academic support in high school are going to need it in | | | | when they experience disappointment or need |
| college. That support varies from student to student, | | | | encouragement in the form of a "pep talk". Success is |
| just as students' disabilities vary. Each student presents | | | | contagious. Once students realize they can do college |
| a unique set of challenges. Some students are twice | | | | work, even with help, they become more enthused |
| exceptional, meaning gifted and learning-disabled. | | | | about continuing. Through support, they gradually |
| Students with disabilities can run the gamut from gifted | | | | become "meta-cognitive" or aware of their particular |
| students juggling Advanced Placement courses to | | | | learning style; the result is self-confidence. Only then, |
| students who haven't mastered basic math or the | | | | and with the approval of disability services, should |
| ability to write a coherent paragraph. Those who have | | | | these students attempt to slowly wean themselves |
| been in special education classes for most of their | | | | from support. |
| school careers are going to require the most support. | | | | Conversely, students who "go it alone", foregoing any |
| My rule of thumb is to take the amount of support | | | | form of assistance, are usually the ones who become |
| your teen is presently receiving in high school and | | | | overwhelmed and incapable of coping with college's |
| double it, at least for the first several semesters of | | | | unique demands. Unlike the students above, this group |
| college. | | | | experiences diminished confidence and is reticent to |
| If you set students up to succeed from day one, the | | | | continue. After all, they're not stupid - how many times |
| results yield happier, more confident individuals who | | | | would you place your hand on a hot stove? |
| begin to believe they can "conquer" college. This | | | | In short, if students with disabilities attend college with |
| occurs only when students have sufficient support to | | | | inadequate support, they will find themselves in a |
| get them over the inevitable "rough" spots. This | | | | continuous state of frustration. Despite their |
| support includes not only specialized tutoring, but | | | | determination, they are unlikely to succeed. Consider |
| affirmations as well. Old scripts take over our students' | | | | college success to be a formula: PERSISTENCE + |
| heads when they hit a roadblock. A good support | | | | ADEQUATE SUPPORT = GRADUATION! |