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STUDENT CHECKLIST
1.
Talk with counselor about career goals, motivation for
attending college, and what types of services you can expect on a
college campus.
2.
Practice with your counselor (or someone):
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Identifying your disability.
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Explaining your disability and its ramifications in an academic
environment.
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Explaining accommodations and activities that have been helpful
to you in your past educational experiences.
3.
Take an un-timed, specialized version of the SAT exam in
place of or in addition to the regular SAT. For information,
write:
Scholastic Aptitude Test
Services for Handicapped Students
Institutional Services- Box 592
Princeton, NJ 08541
4.
Contact you area Vocational Rehabilitation Office to see if
they will provide any type of assistance while you attend
college.
5.
Contact Admission Offices of colleges you are interested in
attending. Ask if any programs for LD or other students with
disabilities are available. If not, ask if there are other types
of support programs available. Obtain the name of a person you
could visit on campus who would be the most knowledgeable about
available programs/support services. Contact that person to
arrange a visit.
6.
Remember that when applying to schools you are not required
to answer information about your disability on the admissions
form, although you may if you choose. However, after admission
(and sometimes before) it is to your benefit to notify the
appropriate person(s) about your disability so they may provide
any necessary assistance.
7.
Find out if the college has the opportunity for
advance/early registration for courses. If yes, do this as early
as possible so you will have ample time to: talk with instructors
before the semester begins; order books on tape from Recordings
for the Blind and Dyslexic, or have them put on tape, if
necessary; arrange for readers, note-takers, tutors, mobility
instructors, etc.
8.
Before visiting a campus, remember to bring with you copies
of your test results and diagnostic information concerning your
disability; and information from your school resource teacher
describing general activities that have been helpful to you. You
should also bring this with you when you attend the college. Many
programs require documentation to provide services, and can use
the information in helping to design your academic program. Who
is responsible for making the arrangements for any
accommodations?
9.
Are there offices on campus that can do further diagnostic
testing (what type is it) and that can provide additional remedial
services if necessary? (such as centers or clinics for speech and
hearing, reading, writing, and math) Are there consultants
(faculty) on campus who specialize in teaching in the area of
disabilities who can provide assistance if needed?
10.
Is there specialized equipment on campus available for your
use? (such as voice-synthesized computers and calculators, reading
devices, tape recorders, hearing amplification systems, etc.)
Does this cost you anything?
11.
Does the institution work closely with other outside
agencies, such as Vocational Rehabilitation, Recordings for the
Blind Dyslexic Services for the Blind and dyslexic, etc.?
12.
If mobility is a problem for you, how are arrangements made
to assist you? Are all buildings and dorms accessible?
13.
Are there any student support groups on campus that you can
join if you want to?
14.
Are there any types of financial aid/scholarships available
for disabled students? If yes, how do you apply for them?
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DIFFERENCES IN HIGH SCHOOLS AND COLLEGES
1.
ACADEMIC ENVIRONMENT: Includes differences in operational, or
logistical variables.
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Instruction is mainly by lecture
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Reading
assignments complement but do not necessarily duplicate
lectures.
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There
are usually more students on campus.
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There
are more social distractions.
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Classes
meet less frequently and for fewer hours per week.
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There is
less "busy-work."
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The
tasks often are less structured and less concrete.
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Instructors usually are not trained to teach.
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Using
the library effectively is more important.
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Students
are held responsible for what they were supposed to have learned
in high school and other courses.
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Class
discussions often are aimed at raising questions with no clear
right or wrong answer.
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There is
much more emphasis on understanding theory.
2.
GRADING: Includes differences about how grades are earned.
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Harder
work is required for earning a grade of A or B.
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The
simple completion of an assignment often earns a grade of C or
lower.
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Many
semester grades are based on just two or three test scores.
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Student
progress usually is not monitored closely by instructors.
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Exam
questions often are more difficult to predict.
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There
are more major writing assignments.
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Essay
exams are more common.
3.
KNOWLEDGE ACQUISITION: Includes differences about how students
study and
acquire new knowledge and expertise.
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Instructors rarely suggest ways students can learn the material.
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Effective reading comprehension skills are more important.
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It is
more important to take good notes.
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Few
visual and study aids are provided.
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It is
more important to identify the main ideas.
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Effective communication skills are more important.
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Students
must independently seek additional and supplementary sources of
information.
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Students
usually must recognize the need for and initiate requests for
additional help
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Students
need to monitor their own progress.
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Paying
attention in class is more important.
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Studying
is more important.
4.
SUPPORT: Includes the significant differences in the amount of
support that students receive
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Relationships
with family and friends change.
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There is
less contact with instructors.
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There is
less individual feedback.
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Instructors sometimes are not student-centered.
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There
often is more academic competition.
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Behavior
problems are not tolerated.
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The
environment often is impersonal.
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Students
often are given little direction.
5.
STRESS: Includes differences in the concerns and perceived
pressures students experience.
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There
are an increased number of choices and decisions to be made.
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More
self-evaluation and monitoring are required.
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More
independent reading and studying are required.
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Students
are more responsible for managing their own time and
commitments.
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It is
more difficult to earn high grades.
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An
entire course is completed in 14 weeks or less.
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Many
students experience increased financial responsibilities.
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Many
students experience new and often increased social pressures.
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Students
are expected to know what they want from college, classes, life,
etc.
6.
RESPONSIBILITY: Includes the changes associated with a student's
role in high school and
college.
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There
are an increased number of choices and decisions to be made.
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More
self-evaluation and monitoring are required.
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More
independent reading and studying are required.
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Students
are more responsible for managing their own time and
commitments.
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Students
establish and attain their own goals.
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Students
determine when they need help and must locate the appropriate
resources.
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Students
are more responsible to whom ever is paying for their education
(including themselves!)
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Interest
in learning often must be generated by the student.
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Motivation
to succeed often must be generated by the student.
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