Is this book for you?

Do you have an invisible disability?
Does someone in your family live with AD/HD, dyslexia, Asperger’s Syndrome/Autism Spectrum Disorder, a learning disability, or an affective disorder like depression?
Are you or an invisibly disabled person you know in college or preparing for college?
Are you the parent of an invisibly disabled child whom you would like to eventually prepare for college?
Are you an educator or support staff for disabled students?

These are the people who are the primary audience for this book.
While the title might indicate that only those who are going to study science, technology, math, or engineering might find the book useful, this is not the case. STEM fields are singled out because many of the invisibly disabled students who study in these fields are very intelligent and may not have developed study habits prior to leaving high school. Regardless of if a student has or needs to develop study habits though, this book provides guidance and information for invisibly disabled students, their families and supporters.

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This handbook can help families prepare a younger student years in advance of the child’s entering college, by giving insight into the changes in academic expectations a student will face, and changes in legal status that a family will face. It can also help teachers and aids realize the kinds of independence that a range of disabled students need to develop prior to graduation.

If a student is already in college, then the book will be helpful in knowing who students and families can talk to for different types of academic and emotional support. Families may for example, know about the disability support person on campus but are they aware of the learning centers? Do they realize the importance of the Housing staff? Do families know when is it appropriate for parents or caregivers to intercede on their student’s behalf? How can a family assist their student in obtaining the support the student does need?

For those working in higher education there are insights provided regarding the challenges different disabilities present for students. Medications wear off, brains function differently when processing the same types of information, while the majority of disabled students live with multiple disabilities.

Containing some of the ‘insider’ knowledge of how higher education works, this book is a handy reference for students and families. It also provides insight for educators who may not realize what families are facing in preparing their invisibly disabled student, or the particular challenges that invisibly disabled students face when learning and living.

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http://www.jkp.com/search/index.php?s=christy+oslund

Available now directly from Jessica Kingsely Publishers or through booksellers.

Summer Classes – New topics, re-do poor grades, or not-at-all?

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Depending on one’s school, summer semester may be the same length as all other semesters, or it may be a compacted semester. For example, some schools offer concentrated classes that do not meet over as many weeks but that do meet for a longer time period during each class session. If one is taking this kind of concentrated summer class there are some decided things to be aware of, particularly if one lives with a disability that impacts his or her learning.

The best strategy for summer classes may be to focus on repeating classes that were nearly passed the previous semester, or that one passed with a very low grade. Improving the grade in these classes will improve a student’s overall grade point average (GPA) which helps a student maintain good academic standing – academic standing impacts a student’s eligibility for financial aid, as well as whether or not a student will end up on academic probation or suspension.

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This also makes financial sense if one considers that it is more cost effective to privately borrow money during a shorter summer semester, should they have temporarily lost their financial aid due to grades. While tuition costs may stay the same, housing/food costs will be lower for the shorter summer semester. By re-taking classes that one failed earlier, during the summer, a student may be able to re-qualify for financial aid by the beginning of the fall semester.

When is retaking a previously failed class during a shorter semester not a good idea? When a student struggles with the material, or the way the material is taught. In these cases a student may benefit from retaking the class during a standard length semester so that they have more time to work with the information, tutors/learning centers, and their memories. Many disabilities impact memory and limit how much a student can memorize in a short period of time. In these cases, taking an abbreviated class in a subject area a student struggles with is often not a good idea.

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Memory, availability of tutors and sometimes limited summer hours in learning centers are also reasons why it is often not a good idea for a student  to take challenging-to-them new classes during the summer. Professors are still required to cover the same basic information, homework assignments, and assigned readings during the shortened semester as they do during a regular semester.

I do sometimes meet students who mistakenly believe that because a summer class might only last half as long during a summer semester as it does during the ‘regular’ school year, that the professor will assign only half as much work. This simply isn’t so. Students need to have the same preparation at the end of the semester for the classes that will follow, regardless of what time of year they took a class. Whether a semester is seven or fourteen weeks long, students need to know the same material and obviously that puts more pressure on a student, their memory, and their anxiety level.

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Summer is often a good time for a change of pace. Students should consider developing their work experience during the summer; this may include apply for an internship with a company. Even if a job is outside a student’s area however, the experience gained through working is valuable for a resume – work with the Career Services office on campus if unsure how to ‘fit’ work experience onto a resume. And remember – “work” does not have to be paid to belong on a resume. If a student has no luck finding a paying job, then the student should find an organization they can volunteer for that will help them build up their work experience.

Summer may also be a good time to take a class through a local community college that is not the student’s primary school. Students can check with their primary school’s registrar’s office to make sure any class(es) they take will transfer. Summer may also be the best time to get some a student’s physical education requirements taken care of with a swimming, rowing, sailing, or golfing class.

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Improving a grade in a problematic class.

 

 

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Students moving from high school to college sometimes believe that because professors appear to pay less attention to who is in class – they may not take attendance, they may not learn names, they may even say, “I don’t care if you come to class” – that going to class is not necessary, or that it is a waste of their time. “The professor just lectures from the book” or “I don’t learn anything in class” are two reasons I’ve heard students say they do not go to class. What students often do not realize is that going to class can still make a difference in what they learn.

Very few people are able to remember everything they hear during a lecture or discussion. We all tend to pick up some words, ideas, or points though. If a student does the assigned reading for a day, goes to class and even half-listens to what is said, they are likely to pick up a few key terms that are repeated by the professor that were mentioned in the textbook. This is a good indicator of a foundational idea that the student will need to learn in order to be successful in the class – these are also clues to the concepts the teacher will use when writing test questions.

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If a student is having trouble grasping the key concepts, then being present in class can provide opportunities to ask the professor questions. If the professor doesn’t have time to answer the questions during class, then a student who has a face the professor recognizes from class will find they have a warmer welcome going to the professor’s office and asking their question(s).

If a student needs more support than asking the professor questions, or if the professor provides answers which don’t clarify enough for the student, then a tutor or learning center appointment(s) are a useful strategy to make use of. Many learning centers allow students to sign up for reoccurring appointments or offer study sessions so that a student can have support while working on homework.

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If a student isn’t sure what to try next, then it is time to make an appointment with their academic adviser, or disability support person. The longer a student struggles in a class without support, the less likely the student is to be able to catch up on the foundational ideas they need to pass the class. There are few things more frustrating than working hard on a class only to fail it or achieve a low grade because the information was not adequately understood. Schools are attempting to provide academic support for students – students have to be willing to make use of that academic support when they are struggling in a class. Do not suffer in silence, seek out the support that is available.

 

 

Should I register with disability services at college? Will employers know?

StudentStudyingEvery year I end up working with at least some students who are concerned about registering with the office of student disability services when they start college. Some students think that since college is a new start, a new chapter in their lives, they should try to manage without any accommodations. (They usually end up in my office after at least one semester of low grades.)

Other students have been told that if they register with disability services, this will somehow show up on their permanent record and reflect negatively on their future job applications.

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I continue to encounter people who believe this — that if a potential employer finds out a job applicant is disabled they will hesitate to hire that person. In fact, with the changes in federal law and social understandings of what it means to have a diverse workplace, the opposite may be true. Some employers, including the federal government, are actively recruiting disabled employees.

First, let’s address the concern that an employer will know you registered as disabled if you use services in college.

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This is not true. Disability records, like counseling records, are kept separately from the rest of a student’s file; the information in them is not released unless a student signs a waiver that states exactly who can look at their record and what information the viewer is allowed to see.

Next, let’s consider the idea that college is a new phase in life, and therefore a student should try at least their first semester without using accommodations. I work every year with students who try this. The reality is, the way a disability impacts a person’s ability to learn is not changed just by moving to a new physical address. If a student benefited from extended test time in high school, that student will continue to benefit from extended time in college.

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Students who do not use accommodations that they need will usually have grades that suffer as a result. This can lead to a student being placed on academic probation after their first semester, or first year at college — unlike high school where the impact of a low grade might just be repeating the class — at college too many low grades will mean being dismissed, i.e. a student is eventually told to leave and may not be allowed to come back.

If a good grade point average is important to a student/their family, then I would suggest the student be positioned for success right from the beginning.

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This means not only registering with the disability service provider on campus but also finding out about other academic supports that are available on campus. Basically every campus now has some version of ‘learning centers’ where students can go to work with people on subjects they are struggling with; these centers usually include a writing center, math center, and more — or there may be one centralized center that supports a range of topics.

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Remember, the most successful students at college are not the ones who try and do everything by themselves; successful students use all the resources they need including accommodations, talking to professors, and learning centers. As a result, these students have better grades (and are learning/remembering more) and are in a better position when it is time to apply for work.