2016-17 Groves College Planning Guide

2016/17

COLLEGE PLANNING GUIDE GROVESACADEMY.ORG/COLLEGE-FAIR

THE LD/ADHD POST-SECONDARY EXPERIENCE Essential information to help students who have learning disabilities or attention disorders prepare for life after graduation.

Table of Contents Groves Academy and Groves Outreach..............................................................................................................................................2 A Guide to Post-Secondary Success....................................................................................................................................................2 Post-Secondary Timeline.........................................................................................................................................................................3 Post-Secondary Options..........................................................................................................................................................................4 Making a Good Choice.............................................................................................................................................................................5 The College Application and Admissions Process...........................................................................................................................6 Accessing Disability Support Services in College.............................................................................................................................8 How is College Different from High School?......................................................................................................................................9 When Talking to College Representatives........................................................................................................................................ 10 Comparing Colleges: A Worksheet..................................................................................................................................................... 10 Useful Websites for Students and Parents......................................................................................................................................... 11

2016 LD/ADHD College and Post-Secondary Opportunities Fair Participating Educators

FLORIDA: Beacon College........................................................................................................................................................................................ 12 Lynn University.......................................................................................................................................................................................... 12 ILLINOIS: P.A.C.E. at National Louis University .................................................................................................................................................. 12 OPTIONS Transitions to Independence ............................................................................................................................................ 13 IOWA: University of Iowa..................................................................................................................................................................................... 13 University of Iowa REACH Program.................................................................................................................................................... 13 MINNESOTA: Anoka-Ramsey Community College .................................................................................................................................................. 14 Augsburg College.................................................................................................................................................................................... 14 Bethany Lutheran College..................................................................................................................................................................... 14 College of St. Benedict & St. John’s University................................................................................................................................ 15 College of St. Scholastica...................................................................................................................................................................... 15 Dakota County Technical College ...................................................................................................................................................... 15 Metropolitan State University .............................................................................................................................................................. 16 Hennepin Technical College ................................................................................................................................................................ 16 Lake Superior College............................................................................................................................................................................ 16 Minneapolis Community and Technical College...............................................................................................................................17 Minnesota Life College............................................................................................................................................................................17 Minnesota State University, Mankato .................................................................................................................................................17 Minnesota State University, Moorhead ............................................................................................................................................. 18 Normandale Community College ....................................................................................................................................................... 18 Saint Mary’s University of Minnesota.................................................................................................................................................. 18 St. Catherine University.......................................................................................................................................................................... 19 St. Cloud State University...................................................................................................................................................................... 19 St. Olaf College......................................................................................................................................................................................... 19 University of Minnesota, Duluth ......................................................................................................................................................... 20 University of Minnesota, Morris .......................................................................................................................................................... 20 University of St. Thomas........................................................................................................................................................................ 20 Winona State University......................................................................................................................................................................... 21 VERMONT: Landmark College.................................................................................................................................................................................... 21 NEW YORK: Marist College........................................................................................................................................................................................... 21 WISCONSIN: Mansfield Hall........................................................................................................................................................................................... 22 University of Wisconsin, Madison ...................................................................................................................................................... 22 University of Wisconsin, Whitewater ................................................................................................................................................. 22

Educational Resources

Academy of Whole Learning................................................................................................................................................................ 23 College Connectors................................................................................................................................................................................ 23 Pacer Center’s Simon Technology Center........................................................................................................................................ 23 The Learning Center at Groves Academy........................................................................................................................................ 24

1

GROVES ACADEMY Groves Academy is a leader in education advocacy and literacy instruction comprised of three strategic programs: our School, The Learning Center, and the Institute for Professional Learning. Our vision is to redefine the way our nation is taught, one student, one teacher, and one school at a time.

OUR SCHOOL Our School is the only school in Minnesota dedicated to serving students in grades 1-12 who have dyslexia, ADHD, and similar learning differences. We are committed to helping students understand and overcome their learning disabilities and attention disorders so they can achieve their full potential.

Over 250 students are enrolled in our school from the Twin Cities and beyond. Many of our students successfully transition into public or private schools after three or four years, while others stay through graduation. Our school is accredited by the Independent Schools Association of the Central States (ISACS) and has twice received the Blue Ribbon School Award from the U.S. Department of Education.

For more information about our school and our admissions process, contact Debbie Moran, Admissions Director, Lower School, at morand@ grovesacademy.org or Teresa Smith, Admissions Director, Middle and Upper School, at smitht@ grovesacademy.org.

THE LEARNING CENTER The Learning Center at Groves Academy allows us to bring our transformative education services to families in the community and students who do not attend our school.

Designed to adapt to each student’s unique needs, The Learning Center centralizes the services many individuals with learning differences need as they progress along their educational journey. Services offered include diagnostic testing, tutoring, speech and language therapy, summer school, assistive technology training, and career counseling.

For more information about The Learning Center and our service offering, contact Kim Aune, Client Services Manager, at aunek@grovesacademy.org.

INSTITUTE FOR PROFESSIONAL LEARNING The Institute for Professional Learning at Groves Academy shares the proven teaching techniques used in our school and the Groves Literacy Framework™ with other educators, schools, and organizations.

Our professional learning workshops are given at our campus in St. Louis Park, throughout the Upper Midwest, and internationally, and impact thousands of students outside of Groves. For more information about our Institute for Professional Learning and our workshop offering, contact Katharine Campbell, Director of Literacy, at campbellk@grovesacademy.org.

COMMUNITY EVENTS Groves Academy is committed to reaching out to community to support students with learning disabilities and attention disorders (LD/ADHD) and their families. For more information on Groves community events, contact Jamie Prescott, Events Manager, at prescottj@grovesacademy.org Our College and Post-Secondary Opportunities Fair is for students and their families interested in exploring post-secondary programs that provide services for LD/ADHD students. Representatives from dozens of organizations and hundreds of students and parents make this one of our biggest events of the year.

COMMUNITY EDUCATION WORKSHOP SERIES Groves offers 16 workshops on topics including dyslexia, ADHD, reading, study skills, assistive technology, diagnostic testing, and meditation.

Designed to support students, parents, and educators, these workshops are open to the public and offered at low cost. Continuing Education credits are issued for each workshop.

For more information on Groves Academy programs and offerings, visit grovesacademy.org

A GUIDE TO POST-SECONDARY SUCCESS All too often, students with disabilities are overwhelmed with graduation and they forget about their postgraduation plans. Transition planning is the process in which students work in collaboration with their families, their schools, and community professionals to develop a plan that works with their abilities and needs. Being prepared and knowing the options can help eliminate fears or concerns. It is important for students and their families to understand the transition process and make a plan that is unique and appropriate for the individual.

Planning should begin as early as 9th grade. Developing a comprehensive plan that includes the student’s interests, aptitudes, and plans regarding education, career, housing and community involvement is crucial to success beyond high school.

2

POST-SECONDARY TIMELINE The following is a general outline for you to follow when creating your post-secondary plans.

9th Grade • Think about what type of post-secondary education would be a good fit for you. Learn about your learning disability, your strengths and challenges, and the modifications that help you succeed so that you can advocate for yourself when you get to college.

• Be sure you are beginning to take courses that will qualify you for post-secondary admission.

10th Grade • Begin making plans to meet individually with the school counselor to create a post-secondary career plan, which will focus on career interest, transition options, and disability awareness.

• Take a personality or job skills assessment through your school’s guidance office.

• Investigate potential summer experiences: apply for a summer job, plan to participate in community sports and activities, investigate volunteer opportunities.

• Start the college search early by using the following resources: - The K & W Guide to College for Students with Learning Disabilities and Attention Deficit Hyperactivity Disorder - College counselors, websites and word of mouth - Collecting and comparing information on colleges and programs that interest you and seem to meet your needs 11th Grade • Revisit your post-secondary career plan to be sure you are on track, or rework as necessary.

• Review your academic plan to ensure you have the right classes to match your post-secondary plans.

• Attend the Groves Academy College Fair and College Conference or workshops.

• Students planning to attend college, take the ACT in the spring. Students may also want to consider taking an ACT Prep Course.

• Review student records to determine date of latest diagnostic testing. Students who plan to attend college and apply for accommodations, such as extended testing time or alternative text formats, must have testing completed within three years.

• Begin visiting colleges and talking with admissions counselors, as well as support services counselors to find out what types of services are offered and how a student would access those services. Some colleges with special programs fill up quickly. Ask when applications for these programs are accepted and apply early.

12th Grade • Update your post-secondary career plan and meet with the counselor throughout the year to ensure transition plan is in place.

• Students applying to college, retake the ACT in the fall if necessary.

• Attend the Groves Academy College Fair and College Conference or Workshops. New exhibitors and sessions are added each year.

• Visit colleges of interest and/or job shadow careers of interest.

• Review each college’s admissions requirements and application process. Be sure you know deadlines for application and admission.

• Complete applications and financial aid forms, request letters of recommendation, write personal statements and send transcripts. Be sure to ask someone to proofread your essays and personal statements.

• Be sure you have a plan for financing your post-secondary future!

• Review programs and services available to students with LD/ADHD. • Choose a college or program that is a good fit!

Groves Academy is a 501 (c)(3) not-for-profit educational institution that relies on support from our families and community to continue our transformative work every day.

3

POST-SECONDARY OPTIONS It is important for students to understand their rights and responsibilities, as well as choose a program that fits their unique learning style. It is also important for students to understand their learning disability and what accommodations they qualify for. Of course, some students choose to go directly into the workforce. Below is a list of options to consider when creating your post-secondary plan. Each student should consider all the options to make an educated decision about the future.

Public and Private Four-Year Colleges and Universities are designed to offer students a wide range of degree programs. These schools offer a general course of study as well as various majors in which to focus your studies. A Bachelor’s Degree can typically be completed in four years. Most college and universities also offer programs for advanced degrees, such as Master’s and Doctorate programs.

The admissions process is different for each school, but schools generally require students to complete an application, take the ACT or SAT, and submit their academic transcript. They may also require a personal statement written by the student, as well as letters of recommendation from teachers or other adults.

Some colleges also require an interview, which allows students the opportunity to share a personal view into their lives.

Some important factors to consider when choosing a four-year college: • Be sure to contact the Disability Services Office before applying to determine the level of services offered to students. These services range from structured programs that offer ongoing support to basic services that the government mandates in order for the institution to receive funding.

• Class size is an important factor. Oftentimes universities offer only large lecture classes for general courses.

• Consider areas of interest before choosing a school to ensure they have a degree program to fit your needs.

• Summer courses or enrichment programs can offer a nice transition for students.

Community Colleges offer a variety of programs to meet students’ needs. An Associate Degree allows students the opportunity to transfer to a four-year program upon completion, if desired. Another option

4

is to choose a career program that prepares you for a specific job. These programs may lead to a certificate or license in a particular area. The application process for a community college usually includes an online application, submission of a high school transcript, and a placement test to determine academic standing before registering for classes.

Technical Schools are specifically designed to offer degrees and training in a particular area. This might include specialized programs such as cosmetology, welding, broadcasting or medical training. These schools are generally program-specific or degreespecific and offer a more limited curriculum.

The Armed Services offers opportunities to receive educational and occupational training in all branches.

Contact your local recruiter for information or visit www.todaysmilitary.com and explore different military branches. Students who are considering joining a branch of the armed forces will need to take the Armed Services Vocational Aptitude Battery (ASVAB).

Participation in the armed forces can range from a few months each year to life-long employment.

Apprenticeships or On-the-Job Training give the opportunity to learn skills necessary to perform specific jobs. Companies often spend a great deal of time and money on training and education with their own employees. An apprenticeship allows individuals to train for a specific trade or art under the direct supervision of a skilled worker and can include such trades as carpentry, electrical, administrative support, and plumbing.

Entering the Workforce right out of high school is another option. Some students decide they want to work a year before going to college, while others decide that college is not the choice for them.

Students need to prepare themselves for entering the workforce by searching for a job, understanding the application and interview process, and writing an effective resume and cover letter. Students who plan to enter the workforce should begin building a resume early in high school. Although there are laws governing the hours you can work during the school year, begin with a part-time job or a volunteer position.

Look for job opportunities in areas that might interest you long-term. Focus on building positive relationships in order to secure future employment and job references. During your senior year, begin your job search early in order to secure the best job possible.

MAKING A GOOD CHOICE Whether you decide to go to college or straight into the workforce, it is important to make a choice based on your needs, abilities, and goals. It is important to make a realistic and informed decision, as it will impact the course of your future. When making an important decision, you may want to follow a decision-making model similar to the one below.

Step 1: Identify the Decision Before making any decision, it is important to first identify what decision there is to be made. Define what the problem is in order to determine an outcome.

Step 2: Identify the Options Think about the options that would fit best with your individual abilities and unique personality. Take time to think about what options are realistic and will help reach personal goals.

Step 3: Gather the Information Research options by utilizing a variety of resources such as the Internet, college fairs, job-shadowing, and visiting colleges and programs of interest. Take time to gather as much information as possible. It is important to discuss the options with trusted adults.

Step 4: Evaluate the Options Once all information is gathered, sit down and evaluate each option. Carefully weigh the pros and cons of each option and think about how the decision will affect each aspect of your life.

Step 5: Make a Decision After carefully considering all options, choose the option that best fits you! Consult parents, teachers, counselors or other trusted adults. This is a big decision and it is important to take time and care to make a good choice.

Step 6: Implement the Decision Just because a decision is made, doesn’t mean the decision-making process is complete. You must devise a plan to carry out the decision and make it a reality. It is time to take ownership of your future! Be sure to take the necessary steps to make the decision a success.

WANT SOME HELP? We’re here for you.

Contact Kim Aune in the Learning Center at Groves Academy if you’re interested in diagnostic testing, tutoring, career counseling, or other services. She can help you get started.

Email: aunek@grovesacademy.org

5

THE COLLEGE APPLICATION AND ADMISSIONS PROCESS Each school has a specific admissions process and students should contact an admissions representative or request information from schools of interest. There are important things to consider when planning for college.

to ensure a good fit. Every school is different! Use the college visit as an opportunity to compare and contrast.

How do you schedule a visit? Call in advance and make two appointments: one with admissions for a tour and orientation, and a second with the LD support The Importance of High School services office. Admissions will give you an idea of The academic experience for students in high school the general campus feel and structure, including is crucial to post-secondary success. It is essential for class sizes, available majors and courses, student students to choose classes that fit their learning needs employment, and financial aid. Ask to have a meal and their post-secondary plans. The high school years on campus, attend a class, or even stay overnight. are stepping stones to the rest of their lives. College Probably the most important part of the college visit and universities have admissions requirements is meeting with the LD staff. Be prepared to discuss specific to their institution. Below is a set of general your learning disability and your needs, and bring guidelines. If you plan on attending a 4-year college, recent testing results. Be sure to ask what services are your high school curriculum should include: offered, how to apply for these services, and if they English 4 years are free or fee-based. It is important to know what Social Studies 3 – 4 years services and accommodations are available.

Mathematics 3 – 4 years Physical Education 2 years Taking the ACT or SAT Science (including lab) 3 years Students who plan on attending a four-year college Electives (music, art, drama) 2 years may be required to take the ACT or SAT. The ACT (American College Test) consists of four sections: Many schools require students to enter with two English, Mathematics, Literature and Science, with an years of a foreign language. Students with languageoptional Writing component that may or may not be based disabilities can apply for a waiver from taking required by your school of choice. The SAT (Scholastic a foreign language in high school. This does not Assessment Test) measures Critical Reading, mean these students will be ineligible for college Mathematical Reasoning, Language Usage and admission, but also does not mean they will receive the same waiver in college. While some colleges allow Writing. Students should take either test in the spring of their junior year or the fall of their senior year. A test for course substitution, others do not. It is important prep course gives students the opportunity to prepare to consider the foreign language requirements and in the weeks leading up to the exam. accommodations available when choosing a college.

College Fairs Students are strongly encouraged to attend college fairs to meet admissions representatives and learn about the admissions process directly from college professionals. Fairs are held at various locations across the metropolitan area, however, the Groves Post-Secondary Fair is designed specifically for LD/ ADHD students.

The College Visit The college visit is crucial to making an informed decision. Visits allow students to experience the campus and see the programs first-hand. Once students have researched colleges that combine both LD programs and majors of interest, they should take the next step of visiting colleges they are considering applying to. Visiting a handful of schools can seem like a big time commitment, but going to the wrong school is an even greater expense. Invest your time up front

6

ACT has introduced an online Test Accessibility and Accommodations System (TAA) that is now available to submit requests for accommodations for students testing in fall 2016 and beyond. With the new system, students who apply for accommodations on the ACT will be able to complete their registration online and then work with their counselor to request accommodations. Through TAA, school officials will not only submit accommodations requests for students who attend their school but will have the ability to monitor each examinee’s request status, access decision notifications and request reconsideration, if necessary.

Previously, we could submit the request and register each student for the desired date. With the implementation of this system, we will no longer be accepting paper applications for accommodations.

The student will need to log on to www.actstudent. org and register for a test. During the registration process, the student will be asked if they need

accommodations to access our test. They will say yes and then choose “special testing” which is extended time over multiple days. Approximately 48 hours after the registration has been completed, the student will receive an email that they will need to forward on to the school so that the school can request accommodations for the student.

Applying for Financial Aid Students are encouraged to apply for financial aid by completing the Free Application for Federal Student Aid (FAFSA) as early as January 1st of their senior year. Aid is based on parents’ income, which means students need their parents’ tax information, banking information, and other financial records. Once the application is complete, students receive a Student Aid Report (SAR) that outlines the aid available.

Visit the FAFSA website for additional information: www.fafsa.ed.gov.

Students are encouraged to apply for Scholarships.

There are thousands of scholarships available. Apply for as many as possible because it is money that doesn’t need to be repaid. Scholarships have varying requirements and typically have deadlines that fall in the early spring, so be sure to apply early!

Grants are need-based and given to students through the FAFSA. Federal and State grants are incomebased, with limited funds available. Institutional grants are administered through individual schools and eligibility criterion varies.

Loan programs exist to assist students and their families in paying for college. Federal loans are the most common and there is a limited amount a student can borrow each year. These are usually called Stafford or Perkins loans. There are also loan programs available to parents, with a limit to the amount a parent can borrow on the student’s behalf, the most common being the PLUS loan. A variety of other loan options are available, including alternative loans through private institutions and consolidated loans.

Students may also be eligible for Work-Study through their college, with income applied directly towards tuition. Many colleges offer programs through a federally funded program called TRiO Student Support Services, available to students from a low-income family, a first-generation college student, and/or a student with documented disabilities.

7

ACCESSING DISABILITY SUPPORT SERVICES IN COLLEGE When choosing a college, LD/ADHD students should consider what support services and accommodations they will need to be successful. It is crucial for students to understand their disability and how it impacts their learning. A major difference between high school and college is that students must seek out accommodations. Colleges are not required to offer students the same services they received in high school; however, schools that are mandated by law to offer services must provide support and accommodations at some level. The college will not write an IEP or seek out students who might be eligible for accommodations, and students are not required to identify their disability. Students must apply for accommodations through the office of disability services and provide supporting documentation. The college will then decide what accommodations are appropriate and available to the student.

It is important to understand the laws that regulate the accommodations that colleges must provide for students. Title II and Title III of the Americans with Disabilities Act of 1990 regulate accommodations for people with disabilities in public colleges and universities, and also private colleges that are considered public entities. Section 504 of the Rehabilitation Act of 1973 is similar, but mandates that colleges and universities receiving federal funding offer accommodations. Schools that do not receive aid are not governed by these laws and therefore are not mandated to provide accommodations. Schools with religious affiliations may not be considered a public entity receiving federal funding and may not be governed by these laws.

The laws require public schools to provide reasonable accommodations for students with disabilities.

Colleges are not required to provide accommodations that will disrupt the overall operation of the school or affect other students. It is up to the student to decide whether or not to access the services, by making a formal request to disability services and providing a copy of most recent diagnostic testing records.

Testing must be completed within the last three years by a licensed professional. The student might also be asked to provide additional documentation such as a clinical evaluation or private testing. Students are entering college as adults and need to self-advocate.

Colleges are not obligated to contact parents and may be legally obligated not to share information.

The disability services office will work with each student to determine reasonable and necessary accommodations. These accommodations may include

8

a note-taker, extended time on tests, preferential seating, test-taking in a smaller room, books on tape, and assistive technology. The accommodations available at each school can vary drastically.

The K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit/ Hyperactivity Disorder is a valuable guide for students searching for the right college. The guide divides colleges into three categories of services available to students with LD/ADHD: • Structured Programs. These programs offer students an individualized plan to meet their needs. Students work with staff who specialize in learning disabilities to develop a plan that will help them be successful.

• Coordinated Services. These services are less comprehensive than the structured programs and may only have one individual who specializes in learning disabilities. Students receive less oneon-one support and may need to self-advocate to receive services.

• Services. These schools offer basic services mandated by the government.

Essential Components of College Disability Documentation Most college disability services staff will request documentation to include the following information: • Signed, dated, and typed letter on professional stationery from a certifying professional such as a medical doctor, psychologist or neurologist who has credentials for diagnosing a disability.

• Clearly stated diagnosis.

• Description of assessment and relevant history.

• Description of functional limitations or educational impact.

• Current enough documentation to determine present impact and validate the accommodation request.

• Recommendations for accommodations, including what has been helpful in the past.

This information, in addition to your input and the requirements of your course or program, are the basis for determining effective and appropriate postsecondary accommodations.

HOW IS COLLEGE DIFFERENT FROM HIGH SCHOOL? It’s important to be knowledgeable and open about the realities of the college experience. These lists—covering personal freedom, classes, instructors, and studying—are not meant to be discouraging or overwhelming but are intended to help prepare you for the ways in which college is different from high school. Use this information to help you plan for and advocate for your individual needs in college.

Personal Freedom in High School

Personal Freedom in College

• High school is mandatory and free.

• Your time is structured by others.

• You need permission to participate in extracurricular activities.

• You need money for special purchases or events.

• You can count on parents and teachers to remind you of deadlines, and to guide you in setting priorities.

• Guiding principle: You will usually be told what your responsibilities are and corrected if your behavior is out of line.

• College is voluntary and expensive.

• You manage your own time.

• You decide whether to participate in extracurricular activities.

• You need money to meet basic necessities.

• You must balance your responsibilities and set priorities.

• Guiding principle: You will take responsibility for what you do, as well as for the consequences of your decisions.

Classes in High School

Classes in College

• You spend six hours each day, or about 30 hours per week, in back-to-back classes.

• Most of your classes are arranged for you.

• Teachers monitor your attendance.

• Classes generally have less than 35 students.

• You are given textbooks at little or no expense.

• Your counselor guides your course selection and monitors credits.

• You will spend 12 to 16 hours per week in class, with hours in between classes and class times varying throughout the day and evening.

• You arrange your own schedule in consultation with your academic advisor.

• Professors may not formally take attendance.

• Classes may number as few as 5 or as many as 100 students.

• You need to budget funds for textbooks, which can cost $100 per class.

• Graduation requirements are complex, can differ between majors, and you are expected to know those that apply to you.

High School Teachers

College Professors

• Remind you of incomplete work, assignments and due • May not remind you of incomplete work, but expect you to dates. consult the course syllabus as a reminder of expectations • Approach you if they believe you need extra help and and due dates. are often available for conversation before, during or after • Expect you to initiate contact if you need extra help, and class. are available only during set office hours.

• Provide you with information missed when absent.

• Expect you to get from classmates any notes or • Often write information on the board for your note-taking. information you missed when absent.

• May not follow the textbook, providing only supplemental material that they also expect you to retain.

• May lecture nonstop, expecting you to identify important points for note-taking.

Studying in High School

Studying in College

• You may study outside of class as little two hours per • You need to study two to three hours outside of class week. for each hour in class and review class notes and text • You are expected to read assignments that are then material regularly. discussed, and often re-taught, in class.

• You are assigned substantial amounts of reading and • Guiding principle: You will usually be told in class what you writing, which may not be directly addressed in class. need to learn from assigned readings.

• Guiding principle: It is your responsibility to read and understand the assigned material.

9

WHEN TALKING TO COLLEGE REPRESENTATIVES 1. Ask about the school’s commitment to helping LD/ADHD students.

2. Ask how many LD/ADHD students are registered for services at the school.

3. Ask if there are specific courses for LD/ADHD students, or if any transition assistance is available.

4. Inquire about available LD services and accommodations, and if they are available in all classes.

5. Find out if tutoring is available, at what cost, and for which classes.

6. Ask many questions about the disability services office, such as how it is staffed, is there a fee, and if there is a resource center open to students.

7. Find out if there is a structured program, or if only basic support services are provided. And if there is a structured program, how one applies to access the services.

8. Ask what types of documentation are required for admission and to receive accommodations.

9. Ask about average class size and teacher-to-student ratio for both general and major coursework.

BE PREPARED TO TALK ABOUT 1. Your strengths in school and in life.

2. Your learning disability, how it affects your daily life and learning, and what sort of accommodations you will be seeking out.

3. High school, your extracurricular activities, and your interests.

4. Which classes are hardest for you and which subjects come more easily.

5. Your history in terms of your learning disability, when it was diagnosed, and how you have managed.

6. The date and outcome of your last diagnostic assessment or testing.

7. Your ACT or SAT scores or date you plan to take the test, and any accommodations you used.

8. Why you are interested in this particular school and particular things you are looking for in a school.

COMPARING COLLEGES: A WORKSHEET Name of College

1.

2.

3.

4.

Location Number of Students Cost Application Deadline LD Program Deadline Services/Accommodations I Need

(indicate whether each college provides each service)

• • • • • My Interests & Strengths • • • • • Overall Good Match?

Follow Up With Admissions?

10

(indicate whether each college is a good fit in each area)

USEFUL WEBSITES FOR STUDENTS AND PARENTS Transition Planning National Center on Secondary Education and Transition (NCSET): US Department of Education: National Career Development Association: Association on Higher Education and Disability (AHEAD): George Washington University HEATH Resource Center, National Clearinghouse on Postsecondary Education for Individuals with Disabilities: National Centers for Career and Technical Education

www.NCSET.org http://www2.ed.gov/about/offices/list/ocr/transition.html www.ncda.org www.ahead.org www.heath.gwu.edu http://nccte.org/

Financial Aid Federal financial aid: Free Application for Federal Student Aid: TRIO federal funding programs: Sallie Mae Student Loans:

http://studentaid.ed.gov www.fafsa.ed.gov www.trioprograms.org www.salliemae.com

Student Resources Council for Learning Disabilities: DO-IT: Career Voyages: Mapping Your Future: Connecting to Success: ISEEK (Minnesota’s career, education and job resource):

http://iris.peabody.vanderbilt.edu/resources www.washington.edu/doit www.careervoyages.gov/index.cfm www.mapping-your-future.org http://ici.umn.edu/ementoring/ www.iseek.org

Parent Resources Parent Advocacy Coalition for Educational Rights: Parent-to-Parent of the United States: Technical Assistance Alliance for Parents: International Dyslexia Association National Center for Learning Disabilities

www.pacer.org www.p2pusa.org www.taalliance.org www.interdys.org www.ncld.org

Accessing Post-Secondary Disability Services PACER’s Project C3: Learning Ally: Association on Higher Education and Disability: Learning Disabilities Online: Disabilities Studies and Services Center: The Educational Testing Services (ETS):

www.c3online.org/education.htm www.learningally.org www.ahead.org www.ldonline.org www.dssc.org www.ets.org/disability/index.html

Know Your Rights IDEA 1997 compared to IDEA 2004: The Americans with Disabilities Act of 1990, Titles I and V: Transition Planning and IEPs: General Information: ADA Technical Assistance Program: US General Services Administration Section 508: US Dept of Justice ADA Information: US Dept of Education Office of Special Ed. Programs IDEA:

http://ncset.org/publications/related/ideatransition.asp www.eeoc.gov/policy/ada.html www.ri.net/sorico/TRANSLIB18.htm www.adata.org www.section508.gov www.ada.gov/adahom1.htm www.ed.gov/policy/speced/leg/idea/history.html

11

Exhibitor Information from the 2016 LD/ADHD College and Post-Secondary Opportunities Fair The schools and educational resources listed in this section offer programs and services for students who have learning disabilities or attention disorders. Descriptions have been provided by the respective colleges.

Beacon College (Florida)

Lynn University (Florida)

Beacon College is the South’s only baccalaureate program exclusively for students with diagnosed learning disabilities, ADHD, or other learning differences. SACS-accredited, the College boasts a 83.3% four-year graduation rate. In addition to exposure to a liberalarts curriculum, students meet with the learning specialists/academic advisors a minimum of one-hour per week with the goal of strengthening academic gaps, time-management, task completion, and other areas of need. The College offers two-year Associate of Arts and four-year Bachelor of Arts programs in the following degree areas: Human Services, Psychology, Studio Arts, Computer Information Systems, Business Management and Interdisciplinary Studies.

The Institute for Achievement and Learning (Since 1991, the Institute for Achievement and Learning (IAL) at Lynn University has empowered students with learning differences to make the most of their strengths and become independent learners. Through specialized coaching and tutoring, students will develop learning strategies and concepts such as time management, prioritizing and goal setting, creating the building blocks that form basic educational competence. While only the first year of the program is mandatory, students may choose to enroll in the IAL for all four years of their undergraduate education. The goal of the Institute is to make students lifelong learners with the ability to utilize their newly acquired skills to meet the challenges that await them after they complete their education.

Contact Information: Stephanie Knight Director of Admissions Beacon College (855) 220-5376 800-878-3188 fax sknight@beaconcollege.edu 105 E. Main Street; Leesburg, FL 34748 Main website: www.beaconcollege.edu

Services provided in the IAL include, but are not limited to: academic coaching, professional tutoring, a writing center, testing center and assistive technology.

Contact Information: Carla Holness caholness@lynn.edu +1 561-237-7579 Lynn University Institute for Achievement and Learning 3601 N Military Trail Boca Raton, FL 33431 Program website: www.lynn.edu/academics/institute Main website: www.lynn.edu

P.A.C.E. at National Louis University (Illinois)

P.A.C.E. at National Louis University Internationally recognized as a model for providing high school graduates with learning disabilities with the tools they need to transition successfully into the workplace and the community, the P.A.C.E. Program offers a positive environment as they prepare for their next stage in life.

P.A.C.E. is a three-year, post-secondary non-academic certificate program offered

by National Louis University (NLU).

Created in 1986 P.A.C.E. is one of the leading residential-based programs in the country that integrates career preparation, life skills and socialization instruction into a curriculum that prepares students for independent living through experiential learning. Students attend classes on the Chicago campus, live in inclusive private dorms in Chicago’s Lincoln Park neighborhood, and intern in integrated work settings. Additionally, they receive individual and small group life skills training, as well as participate in weekly group social outings.

Typical students are those with diagnoses of learning and intellectual disabilities, high-functioning ASD, ADHD, executive functioning disorder, speech and language impairments, and other disabilities that interfere with learning.

Contact Information: Mallory Pratt Outreach Development Specialist (312) 261-3281 Mpratt6@nl.edu National Louis University 122 South Michigan Avenue Suite 3013 Chicago, IL 60603 Program website: www.nl.edu/paceatnlu

12

OPTIONS Transitions to Independence (Illinois)

OPTIONS Transitions to Independence (formerly known as The OPTIONS Program at Brehm) is designed for students with learning disabilities, attention disorders and/or executive functioning deficits who have graduated from high school, deferred graduation or earned their GED. OPTIONS is a transitional program for students who need to further develop academic, employment, social and/or independent living skills. OPTIONS places heavy emphasis on self-advocacy, self management and independent living skills. Students may opt for the community college preparation and participation curriculum, or they may opt to pursue a Certificate of Completion in one of seven areas of competitive employment; all students participate in employment internships. Instruction provided through the independent living component encompasses the many facets and nuances of life for young adults.

Contact Information: Charlene Reed OPTIONS Director (618) 549-4201 charlene.reed@experienceoptions.org.org OPTIONS Transitions to Independence 101 South Lewis Lane Carbondale, IL 62901 (618) 549-4201

University of Iowa (Iowa) Student Disability Services at the University of Iowa ensures that qualified students receive the academic accommodations which will allow them to compete in any of our more than 100 areas of study. Student Disability Services arranges accommodations, based on appropriate documentation that meets our guidelines, in the areas of extended test time, reduced distraction testing environment, note taking assistance, and textbooks in electronic formats. Each student approved for accommodations has their own advisor within our office in addition to their academic advisor. This advisor helps the student to develop a plan for implementing their accommodations and is available to consult as needed.

Contact Information: Mark M. Harris, Ph.D. Director of Student Disability Services (319) 335-1462 mark-harris@uiowa.edu University of Iowa 3015 Burge Hall Iowa City, IA 52242 Program website: https://sds.studentlife. uiowa.edu/ Main website: https://uiowa.edu/

University of Iowa REACH Program (Iowa)

The University of Iowa REACH Program is a two-year, transition, certificate program for students with multiple intellectual, cognitive, and learning disabilities.

UI REACH provides a Big 10 campus experience to empower young adults to achieve greater independence through campus involvement, career development, coursework, and residence hall living.

The goal of self-determination is threaded throughout the experience. Improved self-advocacy, self-esteem, interpersonal skills, problem-solving abilities, daily life competencies, career awareness and career readiness help to empower UI REACH students to become independent, self-determined, involved individuals whose lives are personally rewarding.

UI REACH strives to maintain periodic contact with alumni to encourage them to become independent adults by utilizing the independent living and career-related skills they learned in the program.

College of Education S229 Lindquist Center 240 S. Madison Street Iowa City, IA 52242-1529 (319) 335-5905 www.education.uiowa.edu/reach

Program website: www.experienceoptions.org

13

Anoka-Ramsey Community College (Minnesota) Office for Students with Disabilities Anoka-Ramsey Community College is committed to ensuring equal access to our facilities, services and academic programs for students with disabilities. The Office for Students with Disabilities provides information and resources to support an environment that is accessible and inclusive for all individuals.

Accommodations are determined on an individual basis and could include, but are not limited to: •Alternative Testing Accommodations •Personal Note Taking Assistance •Priority Registration •Books in Alternate Format •Aid in Obtaining Assistive Technology •Accessible Furniture •Preferential Seating •ASL Interpreters •Other Reasonable accommodations Contact Information: Ricardo S. Gonzalez Director of Enrollment Management (763) 433-1137 Anoka-Ramsey Community College Disability Services 11200 Mississippi Boulevard NW Coon Rapids, MN 55433 Main website: www.anokaramsey.edu

Augsburg College (Minnesota) CLASS (Center for Learning and Accessible Student Services) promotes access and inclusion for students with disabilities by partnering with the campus community to provide accommodations, resources, and education.

Accommodations may include: scanned exams, extended time exams, readers for exams, scribes for exams, note takers in class, recorded, scanned or electronic textbooks, and access to adaptive technology.

Contact Information: Kathy McGillivray Director (612) 330-1053 class@augsburg.edu Rick Ellis Director of Admissions (612) 330-1581 ellisr@augsburg.edu Augsburg College CLASS 2211 Riverside Avenue CB #57 Minneapolis, MN 55454 Program website: www.augsburg.edu/ classMain website: www.augsburg.edu

Bethany Lutheran College (Minnesota) Bethany Lutheran College strives to provide all students with a personalized educational experience. Academic Resources works with students, faculty, and staff to focus on the individual strengths and needs of each student.

As a part of this work, students with documented learning disabilities will have a formal academic resource plan created that provides for appropriate accommodations.

Support services include: Regular academic resource advising Supported study sessions Testing accommodations Free tutoring and Writing Center support Audio textbooks (if needed) through Learning Ally© Contact Information: Dan Tomhave VP of Admissions & Enrollment Bethany Lutheran College 700 Luther Drive 260 Old Main Mankato, MN 56001 Office: (507) 344-7451 Toll Free: 800-944-3066 Fax: 507-344-7376 Main website: www.blc.edu

14

The College of St. Benedict & St. John’s University (Minnesota)

The College of St. Scholastica (Minnesota)

Dakota County Technical College (Minnesota)

YOU HAVE THE ABILITY! The Student Accessibility Services Office at The College of St. Benedict and St. John’s University (CSB|SJU) provides resources to nearly 270 students with documented disabilities. These individuals contribute to a diverse and thriving community on two beautiful campuses in Central Minnesota. Students registered with our office have access to a number of resources and accommodations.

While determined on a case-by-case basis, common accommodations include extended time on exams, the ability to take exams in a distraction-reduced setting, access to readers and scribes on exams, and note taking services. For those eligible, we also provide access to a number of assistive technology resources, including a comprehensive text-to-speech program. We are excited to be participating in our first Groves Academy LD/ADHD Post-Secondary Opportunities Fair!

The College of St. Scholastica (Duluth campus) is located on 186 acres set on a ridge overlooking Lake Superior. The Center for Equal Access exists to foster an inclusive community for all students, with a focus on furthering the education, understanding, and promotion of students with disabilities, including ADHD and learning differences.

Dakota County Technical College (DCTC) acknowledges that every student is an individual with their own unique learning style. Students attending DCTC can take advantage of small class sizes and enroll in general education courses such as English, speech and math in preparation for transfer, or in one of the 50+ programs and pursue a degree option. We also offer the Minnesota Transfer Curriculum which will transfer seamlessly to other MNSCU schools as well as the U of MN.

Contact Information: Tom Sagerhorn Student Accessibility Specialist College of St. Benedict St. John’s University CSB ASB 212 37 S College Ave St Joseph MN 56374 Phone: (320) 363.5245 Fax: 888-636-1355 Main website: www.csbsju.edu

The Center staff works individually with students to establish academic and residential accommodations and auxiliary aids that assist them in meeting their personal and academic goals. Individual counseling, study strategies and social support are also part of the resources The Center offers to students. The Center for Equal Access works collaboratively with Student Support Services (SSS), a federally-funded TRiO program that supports students with disabilities in higher education. SSS employs three licensed counselors or social workers and provides personal and academic counseling, career counseling, personal tutoring and financial literacy services to students.

Contact Information: Melissa Watschke, MSW, LGSW Director (218) 723-6747 mwatschk@css.edu

Many programs are very hands-on and work well with a variety of learning styles.

Accommodations for individual needs are discussed directly with each student after careful review of disability documentation and may include note-taking assistance, tests in a separate room, extended test time, reader services for tests, and advocacy services.

Contact Information: Anne Swanberg Disability Services Advisor (651) 423-8469 anne.swanberg@dctc.edu Ann Buesgens Admissions Representative 651-423-8409 ann.buesgens@dctc.edu

Anita Gille Disability Specialist (218) 625-4891 agille@css.edu

Dakota County Technical College Disability Services Office 1300 145th Street East Rosemount, MN 55124

Tower Hall 2126 1200 Kenwood Avenue Duluth, Minnesota 55811 (218) 723-6482 Confidential Fax access@css.edu

Main website: www.dctc.edu

Program website: www.css.edu/access

15

Hennepin Technical College (Minnesota)

Lake Superior College (Minnesota)

Metropolitan State University (Minnesota)

Hennepin Technical College offers support services to qualified individuals with documented disabilities. Students must initiate a request and be approved for accommodations by a Disability Services Director.

Lake Superior College provides support services to students with documented disabilities. Students are provided services, support and accommodations based on their individualized needs.

Students meet with Disability Services Staff, provide current documentation of their disability and participate in an intake interview to determine a successful plan and determine supports. Accommodations are individualized but may include alternative testing, quiet test area, extended test time, alternate format of text books, assistive technology, note takers, sign language interpreters and taping of lectures.

At Metropolitan State University it is our goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let us know immediately so that we can discuss options. You may contact the Center for Accessibility Resources office to begin this conversation or to establish accommodations.

The Center for Accessibility Resources coordinates reasonable accommodations for eligible students in order to provide equal access to opportunities at the University. The Center also works with faculty, staff and the entire University community to provide resources such as Universal Design training, assistive technology, test accommodations, ASL interpreters/CART, alternative formats, etc.

The Center for Accessibility Resources meets with each student in an effort to understand their unique experiences and how they are impacted in an educational environment. We work with all types of disabilities whether they are apparent or hidden.

Contact Information: Kristin Jorenby

Accommodations may include: disabilityrelated career and program information, advising, and support; classroom and laboratory accommodations in accordance with relevant legislation, for example, extended test time, test reading, note taking, and/or alternate format textbook(s); advocacy in arranging accommodations or in mediating grievances; transitional services for students entering college, transferring, or entering the workforce; and interpreters for deaf or hard of hearing students.

Contact Information: Sara Laviolette Disability Services Director Brooklyn Park Campus 9000 Brooklyn Boulevard Brooklyn Park, MN 55445 (763) 488-2477 sara.laviolette@hennepintech.edu Jean Kreutter Disability Services Director Eden Prairie Campus 13100 College View Drive Eden Prairie, MN 55347 (952) 995-1544 Jean.kreutter@hennepintech.edu Yolanda Martinez-Pineda Assistant Director of Admissions (Admissions and Outreach) Phone: 763-488-2550 Email: Yolanda.Martinez-Pineda@ HennepinTech.edu Main website: www.hennepintech.edu

Contact Information: Georgia Robillard Disability Services Coordinator (218) 733-7650 g.robillard@lsc.edu Lake Superior College 2101 Trinity Road Duluth MN 55810

Director, Center for Accessibility Resources 651-793-1540 Kristin.jorenby@metrostate.edu Julie Bauch Lead Interpreter 651-793-1539 Julie.bauch@metrostate.edu Ezra Kesler Staff Interpreter 651-793-1569 Ezra.kesler@metrostate.edu Metropolitan State University Center for Accessibility Resources 700 East 7th Street NM L223 St Paul MN 55106-5000 651-793-1549 Accessibility.resources@metrostate.edu Metropolitan State University Undergraduate Admissions 700 East 7th Street Founder’s Hall St. Paul MN 55106-5000

16

Minneapolis Community and Technical College (Minnesota)

Minnesota Life College (Minnesota)

Minnesota State University, Mankato (Minnesota)

Minneapolis Community and Technical College is a public two-year college located in the heart of downtown Minneapolis. MCTC holds equity and inclusion in high regard. We value diverse perspectives and experiences; and work to foster an appreciation and respect to ensure all students, faculty, and staff feel welcome.

Minnesota Life College helps young people with Autism Spectrum Disorders and other learning differences learn “Real Skills for Real Life” through a variety of programs.

Accessibility Resources: Support for Students with Disabilities Accessibility Resources provides students with disabilities equal access to opportunities at Minnesota State Mankato. We coordinate reasonable accommodations for eligible students and serve as a resource for faculty, staff and the University community to provide a high level of engagement.

The Accessibility Resource Center is charged with the mission of ensuring all programs, services, and activities at MCTC are accessible. We do this important work by: • Recognizing that disabilities are socially and culturally constructed and that individuals with disabilities are a vital element to our diverse campus community.

• Striving to empower students to be as independent as possible by facilitating an interactive process of creating a universally accessible campus.

• Believing equal access is the shared responsibility of everyone: faculty, staff, and students alike.

Accommodations are determined on a case-by-case basis. To request accommodations, students must meet with an Accessibility Specialist to discuss their accessibility concerns or barriers and provide appropriate disability documentation. During this conversation you will need to be able to identify what your disability is and how the program, service, or activity at MCTC is created in a way that you are unable to access it due to your disability. Often this means that the Accessibility Specialist will ask you a lot of questions so they can better understand your experiences in a variety of situations and environments. Throughout this process you will jointly explore options to determine reasonable accommodations to ensure you are able to access the program, service, or activity.

Contact Accessibility Resource Center Phone: 612-659-6730 Email: accessibility@minneapolis.edu Fax: 612-659-6732 Location: T.2400

Whether your young person wants to spend 3 weeks in the summer focusing on building job skills and creating lasting friendships, or they are looking for a 3 year undergraduate social, vocational and independent living skills program, Minnesota Life Collegemhas the perfect option for your family.

Our students focus on achieving 6 core Independent Living Skills competencies by taking classes on friendship, relationships, cooking, cleaning, banking and budgeting, vocational skills and work readiness, self-advocacy and community support.

Students enjoy small class sizes and great staff to student rations, and live in apartments with easy access to jobs, entertainment, the airport and downtownour staff uses the community as the classroom! And, when students graduate from our UG program, they are part of a life long supportive community, our Community Living Program, which offers health and wellness curriculum, social and recreational activities, vocational support, and resource staff, as well as support for families and siblings.

One MLC graduate put it best when he said “ Because of MLC, I am independent, but never alone.”

If Minnesota Life College sounds like somewhere you’d like to learn more about, please contact our Director of Enrollment and Outreach, Nina Jonson (njonson@mnlifecollege.org) to set up a Tour, or register for our November 15th Open House!

Contact Information: Nina Jonson Director of Enrollment and Outreach (612) 876-9431 njonson@mnlifecollege.org

Students with disabilities are encouraged to schedule an appointment with Accessibility Resources to discuss their needs and receive services. In an effort to understand the impact of the student’s disability area with the educational environment, provision of current documentation from a professional in the area of the disability may be essential.

A description of the student’s current functional limitations and suggestions for accommodations are integral documentation elements.

Contact Information: Julie Snow Accessibility Resources Director (507) 389-2825 julie.snow@mnsu.edu Beth Claussen Accessibility Resources Assistant Director (507) 389-2825 beth.claussen@mnsu.edu John Engquist Associate Director of Admissions (507) 389-1822 admissions@mnsu.edu Minnesota State University, Mankato Minnesota State University, Mankato Accessibility Resources 132 Memorial Library Mankato, MN 56001 (507) 389-2825 Program website: www.mnsu.edu/access Main website: www.mnsu.edu

Minnesota Life College 7501 Logan Avenue South Suite 2A Richfield, MN 55423 Main website: www.mnlifecollege.org

17

Minnesota State University, Moorhead (Minnesota) Minnesota State University Moorhead offers a wide range of accommodations to students with documented disabilities.

Accommodations are based upon the functional limitations imposed by the student’s disability. Accommodations typically fall into one of three categories.

These include changes to a classroom environment or task (such as providing a quiet room for test taking, providing extended time for testing, providing the exam in alternative formats, permitting the use of a dictionary or spell checker and providing written materials in alternate formats such as computer disk or audio); removal of architectural barriers (such as adapting a dorm to meet the needs of a student who uses a wheelchair); and provision of auxiliary aids and services (such as note takers, scribes, tape recorders, and readers).

Contact Information: Greg Toutges Director of Disability Resource Center (218) 477-4318 toutges@mnstate.edu Jim Anderson Assistant Director of Admissions (218) 477-2563 anderjim@mnstate.edu Minnesota State University, Moorhead 1104 7th Avenue South Moorhead, MN 56563 Program website: web.mnstate.edu/ disability Main website: www.mnstate.edu

Normandale Community College (Minnesota)

Normandale Community College is committed to providing equal access to its campus programs and events and reasonable classroom accommodations through the Office for Students with Disabilities (OSD). The disability areas accommodated through the OSD include, but are not limited to, learning disabilities, hearing and vision losses, physical and psychological disabilities, attention deficit disorders, brain injuries, Autism, and other health related disabilities.

In order for students to register to receive accommodations, they must make an appointment for an intake/interview with the OSD director. At the intake, students need to provide documentation of a disability, which may include high school special education records or a report from a licensed psychologist, disability specialist, or medical doctor.

An accommodation plan implemented through the OSD may include alternative testing (extended time, quiet place, audiorecorded, use of computer), note taking or taping of lectures, audio textbooks, adjustable tables or chairs, sign language interpreting, assistive technology, or other accommodations, which are determined on a case-by-case basis.

Contact Information: Debbie Tillman Office for Students with Disabilities (952) 358-8625 ext. 8623 OSD@normandale.edu Nancy Pates Director of Admissions (952) 487-8205 nancy.pates@normandale. edu Normandale Community College 9700 France Avenue South Bloomington, MN 55431 Program website: www.normandale.edu/osd Main website: www.normandale.edu

18

Saint Mary’s University of Minnesota (Minnesota) The Student Success Center provides a wide range of academic support to students including disability support services, tutoring, advising, academic skills, writing and career services and internships. Accommodations through Disability Support Services are provided at no cost to the student and are based upon individual documentation. These may include alternate format texts, peer notetakers, testing accommodations, priority registration and assistive technology or weekly meetings as needed.

Saint Mary’s University is also proud to support Tegrity. Tegrity, a classroom capture tool, is another way that Saint Mary’s empowers students to succeed.

Contact Information: Karen Hemker Disability Services Coordinator (507) 457-1465 khemker@smumn.edu Ken Pellegrini Associate Dean for Admission (612) 377-8454 kpellegr@smumn.edu Neil Leibundguth Admission Counselor - TC Regional nleibund@smumn.edu (612) 259-7059 Saint Mary’s University of Minnesota Student Success Center 700 Terrace Heights #44 Winona, MN 55987 (800) 635-5987 Program website: sites.google.com/a/ smumn.edu/disability-support-services Main website: www.smumn.edu

St. Catherine University (Minnesota)

St. Cloud State University (Minnesota)

St. Olaf College (Minnesota)

Students with disabilities are served through the Resources for Disabilities office. This office is located within the O’Neill Center for Academic Development.

The O’Neill Center is also home to the math, writing, and science centers.

The Office of Student Disability Services (SDS) provides access to academic programming and advocacy for students with a physical, cognitive or mental/ emotional disability. Our goal is to provide facility and programmatic access through reasonable accommodations to allow students with disabilities equal opportunity for academic success.

St. Olaf College is a small, residential community of 3,000 undergraduate students located 45 minutes south of the Twin Cities in Northfield, MN. St. Olaf is a welcoming and inclusive environment whose faculty and staff are committed to providing equal access and equal opportunity to the curricular environment for all students.The community is guided by the belief that human variation is natural and vital in the development of dynamic communities and inclusion and full-participation are matters of social justice. Through collaboration with the entire campus community, Disability and Access promotes disability pride, self-determination of the student, and universally accessible design principles so that everyone has full access to the St. Olaf experience. Access Specialists work one-on-one with students to certify eligibility for, determine, and provide accommodations for students with disabilities. Assistive technology, alternate format texts (including audio), alternative testing arrangements, and notetaking are among the accommodations available.

Disability and Access also provides advocacy for and academic coaching to students during their time on campus.

In addition, the Academic Support Center also operates Student Support Services (SSS) and its Summer Bridge, a federally-funded TRiO program that supports students with disabilities in higher education.

Services for students with disabilities may include but are not limited to the following: intake session to discuss and setup appropriate accommodations; individual weekly meetings to work on time management, study skills, etc.; screenings for learning disabilities and attention deficit disorder; private rooms for testing; books in alternate formats; Kurzweil programs; interpreters; and note-takers.

Contact Information: Thelma Obah O’Neill Center Director (651) 690-6563 oneill_center@stkate.edu Mai Chue Moua Senior Admission Counselor (651) 690-8850 admissions@stkate.edu St. Catherine University O’Neill Center 2004 Randolph Avenue F-02 St. Paul, MN 55105 Main website: www.stkate.edu/oneill

Based on student need and a staff consultation, the following accommodations may be provided: priority registration, sign language/oral interpreting, note-taking, alternative testing, extended time on tests, test answers proofread or written from student dictation, and taped textbooks. SDS also offers support for coping in college; orientation to building amenities like elevators, accessible routes, restrooms, and automatic doors; and campus maps with accessible entrances. To receive services from the SDS, you must be a registered student and have a disability recognized under the Americans with Disability Act. Verification must be provided prior to receiving services and may be in the form of confirmation from a previous school or medical documentation.

Contact Information: Owen Zimpel Director of Student Disability Services (320) 308-4080 sds@stcloudstate.edu Hannah Meyer Associate Director of Admissions hjmeyer@stcloudstate.edu (320)308-4893 St. Cloud State University Student Disability Services 720 4th Avenue South CH 202 St. Cloud, MN 56301 Program Website: www.stcloudstate.edu/ sds Main Website: www.stcloudstate.edu

Contact information: St. Olaf College Academic Support Center/Disability and Access for Students http://wp.stolaf.edu/asc/dac/ Kathy Glampe Director, Academic Support and Advising 507-786-3385 glampe@stolaf.edu Nancy A. Cheeseman, Ed.D, NCC, LPC Disability and Access Specialist 507-786-3788 cheese1@stolaf.edu Laura Knobel-Piehl Disability and Access Specialist/Assistive Technology Specialist 507-786-3966 knobel@stolaf.edu

19

University of Minnesota, Duluth (Minnesota)

University of Minnesota, Morris (Minnesota)

University of St. Thomas (Minnesota)

Embedded in the core values of the University of Minnesota Duluth is a commitment to ensuring access to a quality higher education experience for a diverse student population. Disability Resources recognizes disability as an aspect of human diversity that it integral to society and to our campus community.

Disability Resources serves as a partner in fostering an inclusive and equitable environment for all University of Minnesota Duluth students.

The University of Minnesota, Morris is a small, public liberal arts college located in Morris, MN. The Disability Resource Center provides support for students, faculty and staff with physical, mental or cognitive disabilities. Our goal is to reduce or remove barriers for persons with disabilities by offering accommodations based off an assessment of needs for each individual.

The mission of Disability Resources at the University of St. Thomas is to make a reasonable effort to provide all qualified students with disabilities equal access to all university courses, services, programs, employment and facilities. Our goal is to enable students to maximize their educational potential and to develop their independence and self-advocacy skills to the fullest extent possible within the standard university curriculum.

Accommodation decisions are made on a case-by-case basis and consider the student’s strengths, limitations, and nature of the classes selected.

Contact Information: University of Minnesota Duluth Office of Disability Resources 258 Kirby Student Center 1120 Kirby Drive Duluth, MN 55812 (218) 726-6101 Program website: www.d.umn.edu/access Facebook: www.facebook.com/umddr Office of Admissions 25 Solon Campus Center 1117 University Drive Duluth, MN 55812 (218) 726-7171 Admissions website: www.d.umn.edu/ admissions Facebook: www.facebook.com/ admissionsatumd Main website: www.d.umn.edu

The Disability Resource Center can provide or arrange the following services: priority registration, assisting with faculty contacts, alternative print formats, audio text, classroom relocation, recorded lectures, notetakers, alternative testing, sign language interpreters and tutoring.

We also provide a variety technologyrelated services.

Contact Information: Mike Vandenberg Assistant Director of Admissions (888) 866-3382 mikev@morris.umn.edu Disability Resource Center Chris Dallager Disability Resource Center Coordinator 320-589-6178 dallager@morris.umn.edu www.morris.umn.edu/academicsuccess/ disability/ Office of Admissions Welcome Center 600 East 4th Street Morris, MN 56267 www.morris.umn.edu

Accommodations may include, but are not limited to: note-takers, audio texts, extended time to complete exams, distraction reduced space to complete exams, readers and scribes for exams, interpreters, assistive listening devices, Braille texts, priority registration, assistive technology, strategies to improve study skills, and assistance with accessing additional campus resources.

Contact Information: Kimberly Schumann Director of Disability Resources (651) 962-6315 kjschumann@stthomas.edu Rebecca Hughes Admissions Counselor rebecca.hughes@stthomas.edu (651) 962-6163 University of St. Thomas Disability Resources 2115 Summit Avenue #4016 St. Paul, MN 55105 Program website: www.stthomas.edu/ enhancementprog Main website: www.stthomas.edu/ admissions

20

Winona State University (Minnesota)

Landmark College (Vermont)

Marist College (New York)

Access Services for Students with Disabilities is part of the Warrior Success Center at Winona State University. Access Services provides students with equal access/academic accommodations. We coordinate accommodations for students with documented disabilities which are based upon the functional limitations of the disability.

Landmark College was the first institution of higher learning to pioneer college-level studies for students with dyslexia. Today, Landmark College is a global leader in integrated teaching methods for students with learning disabilities (including dyslexia), ADHD, and autism spectrum disorder (ASD). The College offers twoand four-year degree options, a graduatelevel certificate in universal design with technology integration, and summer programs for students who learn differently.

Students, faculty, and professionals from around the world are drawn to Landmark College for its innovative educational model, designed through research and practice to help all students become confident, empowered, and independently successful learners.

Contact Information: Carroll Pare Senior Director of Enrollment

The Office of Special Services provides a comprehensive range of academic support services and accommodations that promote the full integration of students with disabilities into the mainstream college environment. Services and accommodations are individualized to meet the needs of each student and may vary depending upon the disability and/or course content.

Disability areas accommodated through Access Services include, but are not limited to, attention deficit disorders, learning disabilities, psychological disabilities, hearing and vision losses, physical disabilities, brain injuries, autism, and other health related disabilities.

Academic accommodations may include alternative testing (extended time, quiet place, exam in audio format), iPad mini for note taking apps, Smart Pens, audio taping of lectures, audio textbooks, priority registration, sign language interpreting, assistive technology, or other accommodations, which are determined on a case-by-case basis.

Accommodations through Access Services are provided at no cost to the student and are based upon individual documentation.

Contact Information: Nancy Dumke Access Services, Associate Director Warrior Success Center ndumke@winona.edu (507) 457-5878 Carl Stange Director of Admissions admissions@winona.edu (507) 457-5100 Access Services 314 Maxwell Hall 175 West Mark Street, Winona, MN 55987 (507) 457-5878 Program website: www.winona.edu/access Main website: www.winona.edu

Landmark College 19 River Road South Putney, VT 05346 Main Landmark Admissions: 802.387.6718 Main website: www.landmark.edu

The Learning Disabilities Support Program focuses on the development and use of strategies that will promote independence and personal success. To this end, each student is expected to serve as his or her own advocate in a continually increasing fashion. Each student is enrolled in creditbearing courses and completes degree requirements set forth for all students.

Learning Disability Specialists work closely with faculty and administration to assist the students. Each individual is encouraged to openly discuss his or her learning needs with appropriate faculty at the start of the semester. Specialists frequently assist students in preparation for this meeting.

Participation in the program is available to students on a continual basis for as long as the Specialist and student mutually agree is necessary. Students are expected to assume increasingly higher levels of responsibility for their academic success and to function independently as soon as possible beyond the freshman year.

Contact Information Jaclyn Fitzgerald Senior Assistant Director of Admission (845) 575-3997 jaclyn.fitzgerald1@marist.edu Gale Canale Special Services Program Assistant (845) 575-3274 gale.canale@marist.edu Program website: www.marist.edu/ specialservices/ Program email: specserv@marist.edu Marist College 3399 North Road Poughkeepsie NY 12601 Main website: www.marist.edu

21

Mansfield Hall (Wisconsin)

University of Wisconsin, Madison (Wisconsin)

Mansfield Hall was inspired by our belief that every person can realize all kinds of possibilities if provided a supportive and truly inclusive environment. Mansfield Hall is a residential college support program located in Madison, Wisconsin and Burlington, Vermont. Our mission is to empower students with various disabilities to successfully earn a college degree, develop authentic living skills, and transition to a productive career and independent lifestyle.

The University of Wisconsin–Madison is a public research university with a student population of over 43,000. Founded in 1848, the beautiful campus sits on an isthmus between two lakes and spans 936 acres. Students can choose from 140 majors and 60 certificate programs in eight undergraduate schools and colleges. UW– Madison faculty and staff provide a worldclass learning experience, and students have access to thousands of classes in nearly any subject.

We serve students who have learning disabilities, mild autism spectrum disorders, nonverbal learning disabilities, ADHD, executive functioning impairments, or other unique characteristics that may pose challenges in the transition to college life.

UW–Madison’s McBurney Disability Resource Center is committed to creating an accessible campus community for all students. We embrace the idea that a college education is more than attending classes and taking exams. Social, recreational, and athletic events as well as employment and volunteer opportunities are just as essential for students to realize the full measure of the Wisconsin Experience.

The Mansfield Hall program is individualized to meet each students needs in four core areas: Learning, Living, Giving, and Engaging. Students live in shared or single rooms in a high-end dorm like setting, with community leisure, study and dining space built in. Comprehensive instruction and support is available from experienced and dedicated staff to help each student meet their academic, independent living, interpersonal, and vocational goals. Not enrolled in college?

Not a problem! Our staff can help find the right fit, choosing from a variety of excellent college and university options within walking distance of both Mansfield Hall locations.

Contact Information: Jake Weld, M.S. Director of Admissions and Business Development Jake@mansfieldhall.org (802) 380-4413 Mansfield Hall - Madison 141 West Gilman Street Madison, WI 53703 Mansfield Hall - Burlington 371 Pearl Street Burlington, VT 05401 Main website: www.MansfieldHall.org

The McBurney Center serves UW– Madison students with physical, learning, sensory, or psychological disabilities substantially affecting a major life activity (e.g., walking, communicating, learning, seeing, or breathing). Many clients have hidden disabilities such as diabetes, arthritis, HIV/AIDS, depression, learning disorders, or other health impairments.

The McBurney Center evaluates eligibility for disability-related services and accommodations; determines reasonable accommodations and develops individualized service plans; and provides advocacy, guidance, and on-going support to students with disabilities, among many other services.

Contact information: McBurney Disability Resource Center 702 W. Johnson Street, Suite 2104 Madison, WI 53715-1007 Email: mcburney@studentlife.wisc.edu Main office numbers: 608-263-2741 (voice or 711 relay) 608-225-7956 (text) 608-265-2998 (fax) Program website: www.mcburney.wisc.edu Main website: www.wisc.edu

22

University of Wisconsin, Whitewater (Wisconsin)

The Center for Students with Disabilities (CSD) serves as a partner in creating an accessible learning community on the UW-Whitewater campus, where students with disabilities have an equal opportunity to participate fully in all aspects of the educational experience. Through partnerships with students, faculty, and staff, we promote independence and recognition of a student’s ability, not disability.

We serve students with physical, learning, sensory, psychological, and other documented disabilities substantially affecting a major life activity (e.g. walking, hearing, seeing, breathing, or learning).

CSD offers a number of success-based services including Project Assist tutoring, Summer Transition Program, ON TASK organization and time management group, and the Warhawk Wheels adaptive transportation service.

Contact Information: Office of Undergraduate Admissions 262.472.1440 uwwadmit@uww.edu University of Wisconsin-Whitewater Center for Students with Disabilities Anderson Library, Room 2002 800 West Main Street Whitewater, WI 53190 Program Website: www.uww.edu/csd/ Main website: www.uww.edu

EDUCATIONAL RESOURCES Academy of Whole Learning (Minnesota) Academy of Whole Learning (AOWL) is a k-12 school for students with autism spectrum disorder (ASD) and related learning differences.

Students are provided with a personalized learning path using blended learning models, and small class sizes, to provide the support and structures needed to develop skills for post-secondary life.

Along with hands-on social skills development, our programming includes rigorous academics focusing on the arts and STEM area subjects. AOWL focuses on academic achievement while providing the social and life skills support to the learner with ASD. Within this setting, students are able to regain confidence, develop friendships, and achieve excellence in learning within a safe, sensory- conscientious environment.

Our students successfully transition back into a mainstream setting, or into the postsecondary world, using the supports and skills they’ve developed at AOWL. Contact Information: Rosey Glynn Director of Outreach rosey.glynn@aowl.org

College Connectors (Minnesota) College Connectors provides individualized college consulting services to high school students and their families. Our consultants know colleges and we know what it takes to get into them.

We will work with students to: consider student strengths and challenges; determine best fit colleges; consider college LD services, location preference and other factors; sort through the myriad of choices and opportunities; complete essays and applications; stay on the application deadlines.

Contact Information: Kate Malczewski, MBA CEP Independent Educational Consultant (952) 303-3696 kate@collegeconnectors.com College Connectors 5100 Edina Industrial Blvd.

Edina, MN 55439

PACER Center’s Simon Technology Center (Minnesota)

The Simon Technology Center at PACER helps students, families, and educators discover the benefits of assistive technology. We do this through our vast assistive technology lending library, free workshops, and free tech exploration sessions.

We will work with students to: help them discover the technology to help them be successful in high school, at college, at work, and in life. We cover technology for all stages of life and all areas of need.

Learn about technology to help with note taking, remembering, organization, reading and writing and more.

Contact Information: Bridget Gilormini, Director Simon Technology Center (952) 838-9000 bridget.gilormini@pacer.org Simon Technology Center

Main website: www.collegeconnectors.com

8161 Normandale Blvd. Minneapolis, MN 55437 Main website: www.pacer.org/stc

Paul Gloudemans Marketing & Admissions paul.gloudemans@aowl.org

(EDUCATIONAL RESOURCES CONTINUED ON NEXT PAGE)

23

(EDUCATIONAL RESOURCES CONTINUED)

THE LEARNING CENTER AT GROVES ACADEMY For decades, Groves Academy has changed the way we teach students with learning disabilities and attention disorders. The Learning Center allows us to bring this transformative learning experience to individuals with learning differences in the community.

DIAGNOSTIC SERVICES

When coming up against academic challenges, the unknown often proves to be one of the biggest roadblocks between a student and success. Our diagnostic testing services remove this roadblock, empowering individuals and their families by revealing the root of their academic struggles.

TUTORING

For students with learning disabilities and attentions disorders, like ADHD, tutoring isn’t just about completing homework form one week to the next. It’s about developing the skills they need to succeed in an academic environment. During one-on-one sessions, our dedicated tutors who understand LD and ADHD utilize Groves teaching methods to transform struggling students into confident learners.

SUMMER PROGRAMS

During the summer, we are pleased to offer students from the community the same tailored, high quality education we offer our full-time students during the school year. For students entering grades 2-8, we offer reading, writing, and math in the morning, and fun enrichment activities in the afternoon. Students entering grades 9-12 are offered academic programs in study skills, writing, and math.

SPEECH AND LANGUAGE SERVICES

Children who struggle with speech and language are often left feeling embarrassed, misunderstood, and isolated. Sensitive to these frustrations, our speech and language pathologists have spent years helping individuals learn to communicate confidently, naturally.

ASSISTIVE TECHNOLOGY

When learning is a challenge, students often lack the confidence they need to take control of their own education. Assistive technology gives these individuals an opportunity for academic independence. Our assistive technology training services allow students to harness the advantages of these tools, discovering apps, software, hardware, and other processes that make life and learning easier.

CAREER COUNSELING

Students and young adults facing life transitions are often filled with uncertainty.

When those individuals have learning disabilities, that uncertainty is felt even more acutely. Our career counseling services help guide individuals from high school or college toward a career. And if a chosen career requires further education, we can help identity appropriate programs which accommodate for learners with learning differences.

CONTACT INFORMATION: Kim Aune (952) 915-4289 aunek@grovesacademy.org Groves Academy 3200 Highway 100 South St. Louis Park, MN 55416 GROVESACADEMY.ORG

24

WE BUILD CONFIDENCE, SUCCESS, AND PURPOSE THROUGH TRANSFORMATIVE LEARNING EXPERIENCES.

VISIT GROVESACADEMY.ORG CONNECT P 952.920.6377 F 952.920.2068 INFORMATION@GROVESACADEMY.ORG 3200 HIGHWAY 100 SOUTH ST. LOUIS PARK, MN 55416

©2016 Groves Academy. All rights reserved.