INTEGRATING LEARNING INTRUCTION AND ACADEMIC ACCOMMODATIONS FOR COLLEGE STUDENTS WITH DISABILITIES

by Frona A. Brown, Ed.D and Matt Tominey, Ph.D.

At an educational conference in May of 2007, we compared the major differences in a wide range of categories between the high school and college experiences.   Developing time management skills, motivation, self-discipline, and successful independence are just a few of the critical elements necessary to make a successful transition.

MAJOR DIFFERENCES BETWEEN HIGH SCHOOL AND COLLEGE

High School

 

College

At least 30 hours/week of classroom instruction; regular daily schedule; attendance enforced

Schedule

Usually 12 hours/week of classroom instruction; classroom attendance often not checked

     

Routines established and enforced by parents, school, community traditions

Freedom

Student alone responsible for scheduling free time; time management skills needed

     

Regulations of school and home limit number of distractions

Distractions

Frequent distractions (parties, fraternities, sports) leading to neglect of academics

     

Demanded by parents and teachers

Discipline

Solely up to the student

     

More frequent (5 days/week)

Teacher-Student Contact

Less frequent (1 to 3 times/week)

     

Parents, teachers, counselors often take responsibility and arrange  for tutors, etc.

Academic Support

Requested and arranged by student; student must be own advocate even if college offers academic support

     

Not as great; lower half of class might not attend competitive college

Competition

More difficult since only better students go to college

     

Student's status in academic and social situations often influenced by family/community factors

New Status

Students in new situation; judged solely for him/herself and by his/her own behavior

     

Parental contact constant; personalized counseling by teachers and guidance counselors regularly and easily available

Counseling

Parental contact limited and difficult; students must seek out counseling; often difficult to schedule and not personalized

     

Students told what to do in most situations; follow-up on instructions is usual

Dependence

Student is on his/her own; much self discipline required; often no specific time lines, no follow-up, no warnings

     

Push to achieve and participate from parents, teachers, counselors longtime friends

Motivation

Student solely on his/her own; push solely from within

     

Often based on parental values; student frequently not given choices

Value Judgments

New dilemmas with serious implications/ consequences involved outside guidance often not available

While the above information applies to all students, those with documented disabilities who are willing to work hard, consistently take advantage of the support services offered to students, and advocate for themselves are those who also most often tend to be successful at the college level.  

Frona Brown, Ed.D.is a College Disabilities Specialist and an Assistant Professor in the Education Department of Goucher College in Baltimore, Maryland.   Matt Tominey, Ph.D. is the Director of the Office of Student Disabilities Services at the Weingarten Learning Resources Center of the University of Pennsylvania in Philadelphia, Pennsylvania.