| For college students with learning differences, | | | | - OF PRIME IMPORTANCE - Take your proposed |
| registering for classes can be a critical factor in | | | | schedule to the Disability Services Office and see a |
| success. Students who choose their own classes may | | | | professional who is familiar with you and your learning |
| end up with course loads that are overly-heavy or | | | | style. Go over all options on your list, and an advisor |
| unbalanced. Some students register with | | | | Learning Specialist will help you narrow down your |
| college-at-large advisors, who are unaware of the | | | | choices and select professors best suited to you.* |
| presence of learning differences and have no | | | | - Register ASAP to be sure to get the schedule you |
| knowledge of the students' learning style(s). | | | | want. * How many credits should you take? |
| Course registration should be done with caution for | | | | This is an individual decision. However, for college |
| students with learning disabilities, so they are set up to | | | | freshmen who received academic assistance in high |
| succeed prior to even entering the classroom. A | | | | school, a full course load represents a large increase in |
| well-balanced schedule, built around one's biological | | | | the amount of work to which these students are |
| clock, with engaging professors who teach in a | | | | accustomed and a pace that is more than twice as |
| multi-modal fashion, goes a long way toward facilitating | | | | fast; it is almost always overwhelming. Students are |
| focus and minimizing stress. | | | | likely to feel as though they have jumped into a 12-foot |
| Here are eight tips to remember when registering for | | | | pool of ice water. |
| classes: | | | | This is exactly how students begin a downward spiral |
| - Listen for recommendations from fellow students | | | | and begin to doubt their ability to handle college. If only |
| regarding interesting professors and/or courses. Then, | | | | they had started slowly and built their confidence |
| seek further information to decide whether these | | | | before handling so many credits! |
| courses will work for you. | | | | Err on the side of caution. For some students, two |
| - Does your college offer priority registration to | | | | courses -- math and English - can be considered a |
| students with disabilities? In other words, are you | | | | full-time load. As soon as you master a reduced load, |
| allowed to choose classes before your classmates do | | | | speak to your advisor about taking an additional class |
| in order to get instructors/sections compatible with | | | | the following semester. Dip your feet slowly. It is far |
| your learning style? If so, TAKE ADVANTAGE OF IT! | | | | wiser to set yourself up for success with fewer |
| - Look at your proposed area of study in the paper or | | | | credits and build gradually as you become accustomed |
| online catalog (Note: In the interests of going "green", | | | | to the college system.** You will likely earn a higher |
| many colleges are discontinuing paper catalogs.) | | | | GPA (grade point average), feel empowered, and |
| Check the options you have within your major. If you | | | | become enthusiastic about college! |
| are undecided about your future career goals, you are | | | | ** How can you stay on your parents' insurance plan |
| not unusual. Majoring in Liberal Arts is fine; it is a highly | | | | with a reduced course load? The coordinator of |
| regarded major that offers the opportunity to sample | | | | Disability Services can write a letter for parents to |
| different disciplines to see what appeals to you. | | | | submit to their insurance company stating that "Jane |
| - List the courses that both attract you and fulfill the | | | | Doe, a student at __________College, is considered |
| requirements of your major. Eliminate courses with | | | | full-time with (___) credits due to a learning disability." |
| prerequisites you haven't taken. | | | | This letter should not be submitted until the insurance |
| - Decide which time of day you are most alert. That's | | | | company requests it. It is rare for an insurance |
| when you should be in class. From the above list, | | | | company to deny this request, but if this exclusion is |
| choose courses that meet at that time. Write down | | | | written into your policy, there is a surreptitious way |
| sections/teachers you would prefer. | | | | students circumvent it. They simply register for a full |
| - Now, get more specific. Divide your classes so that | | | | course load, and during the first week of the semester, |
| the more challenging ones meet Monday, Wednesday, | | | | when they are still eligible for a 100% tuition refund, |
| and Friday, and the easier ones meet Tuesday and | | | | they drop a course or two. When the insurance |
| Thursday. It is easier to sit through three 55-minute | | | | company requests the student's schedule to confirm |
| sessions of a difficult course than two 90-minutes | | | | full-time status, the parents submit the original roster. |
| sessions. | | | | Please note - this is not an endorsement of that tactic! |