Since there are many more colleges seeking, or at least admitting, students with learning disabilities than actually have well-developed programs, it is imperative that professionals help these students act cautiously during the selection and application process. Simply finding a "good" program or the one with the most services is not the solution. A match must be made between the unique needs of the student and the characteristics of the college and its learning disabilities program (McGuire & Shaw, 1987).

DEVELOPING AN APPROPRIATE INDIVIDUALIZED EDUCATIONAL PROGRAM (IEP)

Although the college experience is often difficult for students with learning disabilities, pacing of a course of study has proved to be an effective programming variable (Norlander, Shaw, McGuire, Bloomer, & Czajkowski, 1986). A student who might experience frustration and failure with a full college course load might be successful when taking only two or three courses. Likewise, if high school personnel, parents, and students were open to planning a 4 1/2- or 5-year program, the students would be more likely to leave high school with the skills, content, knowledge, and positive self-concept necessary for postsecondary success.

The individualized educational program or transition plan for a student with learning disabilities should provide for an early determination of postsecondary goals agreeable to all concerned and specification of the curriculum, courses, time sequence, and support program appropriate for realization of those long-term goals. The goals will require continual monitoring and adjustment throughout the high school program as the student's postsecondary and career choices become refined.

SPECIAL SKILLS FOR COLLEGE-BOUND STUDENTS

Many students with learning disabilities are unable to perceive intuitively the verbal and nonverbal cues that identify appropriate behavior in various social situations. Families and teachers of these students often shelter them from potentially stressful or threatening social situations and thereby prevent them from developing the social skills they need to function successfully in the outside world. The frequent inability of these students to maintain healthy and cordial relations with their friends and with adults reflects their poor social skills development.

CHARACTERISTICS OF THE POSTSECONDARY INSTITUTION

A number of academic considerations are also critical for a student with learning disabilities. The availability of precollege courses, developmental and remedial courses, and course waiver provisions is essential information. The size of the institution itself, as well as the size of classes (particularly the number of large lecture classes) may be especially important to a student who has any of the social or interpersonal problems noted earlier.

THE LEARNING DISABILITIES PROGRAM

The admissions interview may not answer all the questions regarding programs for students with learning disabilities. If it does not, the student and parents must seek out and meet with a member of the learning disabilities program staff. A list of questions based on family concerns and perhaps stimulated by a review of college directories and guides or discussions with high school guidance personnel should be prepared prior to the visit. Questions might include the following:

What type of support is available for students with learning disabilities?

Is the program monitored by a full-time professional staff?

Has the program been evaluated, and if so, by whom?

Are there any concerns for the program's future?

Who counsels students with learning disabilities during registration, orientation, and course selection?

How does the school propose to help with the specific disability?

Which courses provide tutoring?

What kind of tutoring is available, and who does it--peers or staff?

Is tutoring automatic, or must the student request assistance?

How well do faculty members accept students with learning disabilities?

May students with learning disabilities take a lighter load?

Are courses in study skills or writing skills offered?

Have counselors who work with students with learning disabilities received special training?

How do students on campus spend their free time?

May students with learning disabilities take more time to graduate?

Whom can parents contact if they have concerns during the academic year? (Berger, 1989)

REFERENCES

Hartman, R. C., & Krulwich, M. T. (1984). Learning disabled adults in postsecondary education. Washington, DC: Higher Education and the Handicapped Resource Center.

McGuire, J. M., & Shaw, S. F. (1987). A decision-making process for the college-bound learning disabled student: Matching learner, institution, and support program. Learning Disability Quarterly, 10(2), 106-111.

Norlander, K. A., Shaw, S. F., McGuire, J. M., Bloomer, R. H., & Czajkowski, A. (1986, October). Diagnosis and program selection for learning disabled college students. Paper presented at the Eighth International Conference on Learning Disabilities, Kansas City, MO.

SELECTED COLLEGE GUIDES

How to choose a college: Guide for the student with a disability. (ND). Washington, DC: The American Council on Education, HEATH Resource Center, One Dupont Circle, Suite 800, Washington, DC 20036.

Lisiscio, M. A. (1986). A guide to colleges for learning disabled students (rev. ed.) Orlando, FL: Academic Press.

Mangrum II, C. T., & Strichart, S. S. (1988). Peterson's guide to colleges with programs for learning disabled students (2nd ed.). Princeton, NJ: Peterson's Guides.

Prihoda, J., Bieber, T., Kay, C., Kerkstra, P., & Ratcliff, J. (1988). Community colleges and students with disabilities. AACJC Publications, 80 South Early Street, Alexandria, VA 22304.

Thomas, C. H., & Thomas, J. L. (1986). Directory of college facilities and services for the disabled. Phoenix, AZ: Oryx Press.

This digest was developed from Shaw, S. F., Byron, J., Norlander, K. A., McGuire, J. M., & Anderson, P. (1987, April). Preparing learning disabled high school students for postsecondary education. Paper presented at the 65th Annual Convention of The Council for Exceptional Children, Chicago, IL, ED 285 316.

ERIC Digests are in the public domain and may be freely reproduced and disseminated.

This publication was prepared with funding from the U.S. Department of Education, Office of Educational Research and Improvement, under contract no. RI88062207. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education.