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Understand the regulations of Section 504 of the Rehabilitation Act of 1973 for disabled
students in general, and for LD students in particular.
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Be able to explain your learning disability to others: your strengths and weaknesses, as
well as successful strategies that you have used to compensate for your LD.
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Think about your non disability-related interests/considerations (e.g., career goals,
choice of major, size and location of school) as well as your disability-related concerns
when making decisions about schools.
In selecting an appropriate "match" between student/school,
determine "how much is enough" regarding your own need for support services:
minimal support: student adapts
moderate support: campus helps student adjust
intensive support: program is adapted to student
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Make an informed decision about the issue of self-identification, consulting with high
school guidance counselors, college admissions and disability services staff, and LD
students.
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Schedule on-campus admissions interviews, making additional appointments (well in
advance) to speak with disability services staff members and current LD students.
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Obtain all regular publications about a desired school, as well as any materials
specifically targeted to students with disabilities.
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Be clear on college policy regarding academic accommodations and LD: specific
academic/course requirements and possible modifications; test accommodations; classroom
concerns; etc.
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Obtain information about mainstream academic support services available to all students
vs. specialized services available to LD students, noting funding sources.
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When using specialized college guides and other print resources, follow up with phone
calls, in-person interviews, etc.
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Review a college's webpage for disability-related information: is it easy to find and
accessible?
