Groves Academy Post-Secondary Guide 2018

2018/19

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 Programs..................................................................................................................................................................... 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

2018 LD/ADHD College and Post-Secondary Opportunities Fair Participating Educators FLORIDA:

Beacon College.................................................................................................................................................................................................................12 Lynn University...................................................................................................................................................................................................................12

IOWA:

University of Iowa - Student Disabilities Services....................................................................................................................................................12 University of Iowa REACH Program.............................................................................................................................................................................13

ILLINOIS:

Southern Illinois University.............................................................................................................................................................................................13

MICHIGAN:

Northern Michigan University........................................................................................................................................................................................13

MINNESOTA:

Anoka-Ramsey Community College............................................................................................................................................................................13 Augsburg University.........................................................................................................................................................................................................13 Bethany Lutheran College..............................................................................................................................................................................................14 Bethel College...................................................................................................................................................................................................................14 College of St. Benedict & St. John’s University.........................................................................................................................................................14 College of St. Scholastica...............................................................................................................................................................................................14 Dunwoody College of Technology ..............................................................................................................................................................................15 Hennepin Technical College..........................................................................................................................................................................................15 Inver Hills Community College......................................................................................................................................................................................15 Lake Superior College.....................................................................................................................................................................................................16 Metropolitan State University .......................................................................................................................................................................................16 Minneapolis College of Art and Design .....................................................................................................................................................................16 Minneapolis Community and Technical College.......................................................................................................................................................17 Minnesota Independence College & Community....................................................................................................................................................17 Minnesota State University, Mankato - Accessibilities Services ..........................................................................................................................17 Normandale Community College ................................................................................................................................................................................18 North Hennepin Community College .........................................................................................................................................................................18 Saint Mary’s University of Minnesota...........................................................................................................................................................................18 St. Catherine University...................................................................................................................................................................................................19 St. Cloud State University...............................................................................................................................................................................................19 University of Minnesota, Morris ....................................................................................................................................................................................19 University of St. Thomas................................................................................................................................................................................................ 20

NEW YORK:

Maplebrook School........................................................................................................................................................................................................ 20 St. Thomas Aquinas College........................................................................................................................................................................................ 20

OHIO:

Bowling Green State University....................................................................................................................................................................................21 Muskingum University......................................................................................................................................................................................................21

VERMONT:

Landmark College.............................................................................................................................................................................................................21 Mansfield Hall................................................................................................................................................................................................................... 22

WISCONSIN:

Shepards College........................................................................................................................................................................................................... 22 University of Wisconsin, Oshkosh - Project Success ............................................................................................................................................ 22

Educational Resources

Breakaway Test Prep.......................................................................................................................................................................................................23 Center for Living Well with ADHD................................................................................................................................................................................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 280 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.

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 the Institute for professional Learning, 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 about Groves community events, contact us at events@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.

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.

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, career and post-secondary coaching, and educational consulting.

COMMUNITY EDUCATION WORKSHOP SERIES Groves offers 18 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 about The Learning Center and our service offerings, contact Nancy Segreti, Director of The Learning Center, at segretin@grovesacademy.org.

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.

• Attend the Groves Academy College Fair workshops.

• 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 - Collect and compare 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. New exhibitors and sessions are added each year.

• 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 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 need. 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. Often 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 is to choose a career program that prepares you for a

4

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 offer 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 educating 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, 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 one 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 Nancy Segreti at the Learning Center at Groves Academy if you’re interested in diagnostic testing, tutoring, career and post-secondary coaching, or other services. She can help you get started.

Email: segretin@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 2018 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)

University of Iowa (Iowa)

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 liberal arts curriculum, students meet with the learning specialists/academic advisors a minimum of one-hour per week with the goal of strengthening academic gaps, timemanagement, 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.

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: 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

12

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: Bianca Simboli Senior Assistant Director Office of Admission Lynn University 3601 North Military Trail Boca Raton, FL 33431 T: +1 561-237-7741 bsimboli@lynn.edu +1 561-237-7000 | lynn.edu

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 transition certificate program for college students with disabilities, such as autism, intellectual disabilities, and learning disabilities. UI REACH provides a Big Ten college experience and empowers young adults to become independent members of the community. Coursework, campus life, and career experiences prepare students to reach their full potential. UI REACH also offers alumni events.

Michael Petkewec Senior Program Specialist, Recruitment UI REACH Program COLLEGE OF EDUCATION University of Iowa S229 Lindquist Center 240 S. Madison Street Iowa City, IA 52242-1529 (319) 335-5227 michael-petkewec@uiowa.edu www.education.uiowa.edu/reach

Southern Illinois Univeristy Carbondale (Illinois) Southern Illinois University - Carbondale Is Where Brains And Heart Intersect.

Our beautiful campus is home to major opportunities in a number of fields. We welcome students from all walks of life from around the world and pride ourselves on inclusivity.

The Center for Learning Support Services (CLSS) assists students of all cultures, abilities, backgrounds and identities with becoming self-regulated learners who continually work to improve their academic performance through tutoring, academic coaching, and test preparation workshops.

Programs offered Fall 2018: Academic Coaching, Graduate Record, Exam (GRE) and Test of Academic Proficiency (TAP) Prep, Group Study Sessions, One to One Tutoring, Workshops Center for Learning Support Services 7th floor Morris Library Room 782 605 Agriculture Drive MC 4714 Southern Illinois University Carbondale, IL 62901 618-453-1369 clss@siu.edu https://tutoring.siu.edu/

Northern Michigan University (Michigan) A dynamic four-year, public university that has grown its reputation based on its award-winning leadership programs, cutting-edge technology initiatives and nationally recognized academic programs.

Ask a few Northern students what drew them to our university and you’ll get a variety of answers. That’s because there’s no single thing that make students want to go to Northern; it is ALL the things that we do here.

Northern is big enough to offer a wide variety of academic programs and tons of ways to get involved outside of class. But is also small enough that every time you walk across campus, you’ll probably wave “hi” to someone you know.

We offer more than 100 years of history in educating students in an environment that must be experienced to be appreciated.

Read our story, visit our campus or take part in some of the programming that we offer for current high school students. It’s all only a click away.

Check out our photos or social media feeds and discover for yourself the many reasons why students choose our university. You will likely find a reason all your own, and when you do, make sure to request more information from us.

Hillary Vamstad MN Regional Admissions 1401 Presque Isle Ave Marquette, MI 49855 906-251-1451 hvamstad@nmu.edu www.nmu.edu/admissions/discover

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 University (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 Devon Ross - Director of Admissions 612-330-1588 ross@augsburg.edu Augsburg College CLASS 2211 Riverside Avenue CB #57 Minneapolis, MN 55454 Program website: www.augsburg.edu/class Main website: www.augsburg.edu

13

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: Jeff Lemke, Director of Admissions 507-344-7373 Jeff.Lemke@blc.edu 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

Bethel University (Minnesota) Bethel University is committed to its mission to support the ongoing development of an accessible university that embraces and celebrates diversity.

Ensuring that those with disability have equal access and opportunity to the University and its programs.

The Office of Disability Resources and Services serves students with accommodations that may include alternate text format, auxiliary aids, housing accommodations, note-taking technology, and alternate testing environment.

The Bethel University BUILD Program is a 2 year postsecondary, residential program for individuals with intellectual disabilities which provides academic, vocational, residential, and social learning experiences. After successfully completing the program’s requirements, students earn an Applied Studies Certificate.

Contact Information: Kara Fifield Director of Disability Resources and Services disability-services@bethel.edu 651.638.6833 Dawn Allen Director of BUILD Program build-program@bethel.edu 651.635.8799 Bethel University 3900 Bethel Drive Saint Paul, MN 55112 www.bethel.edu

The College of St. Benedict & St. John’s University (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 350 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.

Contact Information: Tom Sagerhorn Krysten Schwartz Student Accessibility Specialists College of St. Benedict St. John’s University CSB HAB 105 37 S College Ave St Joseph MN 56374 Phone: (320) 363.5245 Fax: 888-636-1355 Main website: www.csbsju.edu

The College of St. Scholastica (Minnesota) 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.

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

14

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: Bianca Aspin, Access Specialist Melissa Watschke MSW, LICSW, Director 218.625.4891 access@css.edu www.css.edu/access Tower Hall 2126 1200 Kenwood Avenue Duluth, Minnesota 55811 (218) 723-6482 Confidential Fax access@css.edu Program website: www.css.edu/access

Dunwoody College of Technology (Minnesota) Founded in 1914, Dunwoody is a private, not-for-profit, endowed institution of higher education. It is the oldest institution of its kind in the Upper Midwest, with an international reputation for outstanding educational programs. It is also the only non-profit, technical college in the Upper Midwest and one of a handful nationwide.

Dunwoody offers associate and bachelor’s degrees as well as a variety of certificate and diploma programs. Students can specialize in areas such as automotive, construction sciences, design, engineering, robotics, and computer technology. To learn more, please visit our website at http://www.dunwoody.edu Contact Information: Sabrina Gilchrist Admissions Counselor Dunwoody College of Technology 818 Dunwoody Blvd.

Minneapolis, MN 55403 Direct: 612.381.3310 fax: 612-677-3131 Main website: http://www.dunwoody.edu

Hennepin Technical College (Minnesota)

Inver Hills Community College (Minnesota)

Hennepin Technical College values diversity in our college community and is committed to ensuring equal access and opportunity for students.

The Office of Accessibility Resources strives to provide access to our diverse student body. We recognize disability as a social identity that is a vital element of our campus community. Furthermore, we are committed to providing equal access and opportunity to all qualified students with disabilities. Accessibility Resources staff emphasize personal, individualized, and quality service:

In addition to the services available to all students at HTC, if you are a student with a disability, you may receive supplemental services specifically related to disability including program and career information, advising, guidance on transition to the college environment, and resources for transition to the workforce. Once registered at HTC, you may request accommodations by meeting with the Disability Services Director on campus.

These accommodations may include extended test time in a quiet location, audio tests, assistance with notes, alternate format textbooks, physical access modifications for classrooms or labs, and interpreters for Deaf and hard of hearing students.

Hennepin Technical College has over 45 fields of study and we offer certificates, diplomas and degrees. We have a 98% placement rate, customized training, Minnesota State transfer curriculum courses and hands on programs. Come check out the opportunities at HTC to build a career for your future! We look forward to working with you!

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

• Personal: Accessibility Resources seeks to provide prompt responses to all requests for information or appointments.

Accommodations for specific disabilities are discussed during a confidential interview.

• Individualized: We are interested in discussing student’s specific needs in order to participate in the educational programs, activities, and events sponsored

by Inver Hills. We avoid treating individuals as a member of a group requiring a pre-established set of accommodations and services. Instead, we enter into a collaborative process in order to respond to the individual needs of students participating in specific educational programming.

• Quality: The Director of Accessibility Resources will work with each student to determine what accommodations they may be eligible to receive while at Inver Hills Community College. Throughout the year, we will contact students who are registered with our office to inquire if they are receiving quality service, to resolve problems, and to solicit suggestions as part of a continuous quality improvement process.

Contact Information: Randi Goettl Director, The Office of Accessibility Resources 651-450-3884 accessibilityresources@inverhills.edu

Yolanda Martinez-Pineda Assistant Director of Admissions (Admissions and Outreach) Phone: 763-488-2550 Yolanda.Martinez-Pineda@ HennepinTech.edu Main website: www.hennepintech.edu

15

Lake Superior College (Minnesota)

Metropolitan State University (Minnesota)

Minneapolis College of Art and Design (Minnesota)

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 Director, Center for Accessibility Resources 651-793-1540 Kristin.jorenby@metrostate.edu

The Learning Center and Disability Services is committed to: supporting MCAD learners in their academic and professional endeavors; hiring and training the best qualified peer tutors and professional specialists; maintaining a caring, open, and encouraging environment; engaging in partnerships and collaboration across the college to ensure a well-informed and holistic approach to our services; and employing the best and most-up-to-date theories, pedagogies, methodologies, and technologies in our work.

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

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

Tutoring areas include: Writing tutoring, including course assignments and professional documents English as a Second Language Tutorials Software and technical skills associated with MCAD courses Success strategies, including time management, study skills, and more!

Disability Accommodations at MCAD Accommodation Services Persons with disabilities have a right to equal opportunity as prescribed by law.

MCAD offers reasonable accommodations to ensure equitable access for students who self-disclose a documented disability.

MCAD complies with federal disability laws; including, Title III of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973 and the Fair Housing Act. Support services for students with disabilities are managed through Disability Services, located within the Learning Center.

Accommodations and Accommodation Requests: Students may make an appointment with the Learning Center director to discuss accommodation options at any point during the school year.

Main website: http://mcad.edu/

Minneapolis Community and Technical College (Minnesota)

Minnesota Independence College and Community (MICC) (Minnesota)

Minnesota State University, Mankato (Minnesota)

Minneapolis Community and Technical College is a public two-year college located in the heart of downtown Minneapolis. We hold 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 Independence College and Community (MICC) is a vocational and life skills training program for young adults with learning differences and autism spectrum disorders (ASD). We strongly believe in our students achieving independence to their full ability. Our mission is to, “Learn Skills. Experience Life.” and our students do, every day.

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 are accessible. We do this important work by:

Whether your student wants to spend two (2) weeks in our MICC Summer Camp focusing on building social skills, crating long lasting friendships, and experiencing various vocational opportunities or they are looking for a three (3) year college style program focused on building a holistic person, MICC is a person-centered program ready to provide your student with skills and tools necessary to live independently.

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.

• 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 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 Accessibility Resource Center, T.2400 1501 Hennepin Avenue Minneapolis, MN 55403

Our program, focuses on four (4) core competencies including; Independent Living skills such as cleaning, budgeting, and transportation. Healthy Living Skills such as meal planning, physical exercise, and cooking. Social Emotional Skills such as small peer groups, roommate mediation (circle instruction), and stress/anxiety management. And lastly, our Careers Program helps our student explore careers, dive into a Century College accredited vocational certificate program, and achieve employment while gathering skills on interviewing, resume and CV writing, and basic computer skills.

If you’re interested in learning more about MICC or want to take a tour of our facilities, our Admissions staff and current students would be happy to show you around campus! We’re a growing community and we look forward to finding out more about your student!

Contact Information: Katie Sjeklocha Enrollment and Outreach Coordinator (612) 876. 9409 admissions@miccommunity.org

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

MICC 7501 Logan Ave. S Suit 2A Richfield, MN 55423 Main Website: www.miccommunity.org

17

Normandale Community College (Minnesota)

North Hennepin 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.

Our Mission Engaging students, changing lives

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.

Our Guiding Values We believe in the power of education to change lives. Toward that end, we: • Inspire intellectual curiosity • Embrace diversity of all kinds • Foster trust and respect • Expect quality and continuous improvement • Encourage creativity and innovation • Promote individual responsibility and integrity • Invest in professional and personal development • Build strong, collaborative partnerships • Serve as responsible stewards of college resources

Contact Information: Office for Students with Disabilities (952) 358-8625 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

North Hennepin Community College creates opportunities for students to reach their academic goals, succeed in their chosen professions, and make a difference in the world.

Our Vision Opportunity without limits, learning without end, and achievement beyond expectation

Our Strategic Goals Access, Opportunity, and Success Maintain academic standards and stable enrollments while increasing retention and completion Innovation and Relevance Maintain curriculum that is relevant and effective while developing innovative new courses and programs Culture of Commitment Develop a more rewarding, engaged, and inclusive college environment • Deliver personalized, proactive, and relevant communication • Build a culture of internal and external service excellence • Increase employee diversity to reflect student and community demographics Workforce and Community Expand effective partnerships within and beyond our community Main website: http://www.nhcc.edu/

18

Saint Mary’s University of Minnesota (Minnesota) The Student Success Center provides a wide range of academic support to students including Access Services, Learning Services, Advising, the Writing Studio, and Career Services and Internships. Accommodations through Access 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. Saint Mary’s University is also proud to support Tegrity and Read&Write for Google. Tegrity and Read&Write are additional ways that Saint Mary’s empowers students to succeed.

Contact Information: Karen Hemker Director of Access Services (507) 457-1465 khemker@smumn.edu Mo Moos Assistant Regional Director of Admission (612) 270-8479 mmoos@smumn.edu Saint Mary’s University of Minnesota Student Success Center 700 Terrace Heights #44 Winona, MN 55987 (800) 635-5987 Program website: http://accessservices.saintmarys. community/ Main website: www.smumn.edu

St. Catherine University (Minnesota)

St. Cloud State University (Minnesota)

Students with disabilities are served through Disability Resources within the O’Neill Center for Academic Development.

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

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.

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.

Contact Information: Thelma Obah, Director O’Neill Center Coeur de Catherine Lower Level (651) 690-6563 oneill_center@stkate.edu, O’Neill Center website: www.stkate.edu/oneill Susan Rudd Associate Director of Admission (651) 690-8850 admissions@stkate.edu St. Catherine University 2004 Randolph Avenue, Mail F-2 St. Paul, MN 55105 Main website: www.stkate.edu

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

University of Minnesota, Morris (Minnesota) 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 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: Matthew Hoekstra Disability Resource Center Coordinator hoekstra@morris.umn.edu Office of Admissions Welcome Center 600 E 4th Street Morris, MN 56267 (888)-866-3382 (320)-589-6035 admissions@morris.umn.edu Disability Resource Center 240 Briggs Library 600 E 4th Street Morris, MN 56267 Main: 320-589-6178 Relay Access: 7-1-1 TTY Relay: 1-800-627-3529 oas@morris.umn.edu morris.umn.edu/academicsuccess

Program Website: www.stcloudstate.edu/ sds Main Website: www.stcloudstate.edu

19

University of St. Thomas (Minnesota)

Maplebrook School (New York)

St. Thomas Aquinas College (New York)

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.

Maplebrook School was founded in 1945 by three bold women empowered by a vision of an inclusive boarding school community dedicated to educating students not well-served by the mainstream educational system. The language used to describe the population of students Sunny Barlow, Serena Merck, and Marjorie Finger had in mind has changed over the years. Today, we describe those students as young men and women who learn differently.

Pathways is a comprehensive academic support program for students with a documented learning disability and/ or ADHD. Students within the program receive support through mentoring, separate from peer tutoring, which engages students in areas such as organization, paper writing and editing, exam preparation, and self-advocacy skills.

Within Pathways is a testing center in which Pathways students have the option to take their tests in a separate location with all of their accommodations. Lastly, each student in the program receives advisement from the program’s Director, Dr. Heath.

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 Caitlyn Schulz Senior Admissions Counselor caitlyn.schulz@stthomas.edu 651-962-6179 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

Our Institute for Collegiate & Career Studies (ICCS) programs provides postsecondary academic, vocational, & independent living skills program for young adults ages 18-21 Maplebrook serves students who need a different approach to learning than that provided by mainstream public schools.

Our student body is comprised of a wide range of diverse learners with various attention and learning issues such as: • ADD/ADHDStudents • Auditory Processing Disorder • Dyscalculia • Dysgraphia • Dyslexia • Executive Functioning deficiencies • Expressive and Receptive language deficits • Fine/Graphomotor Skills difficulties • Visual Processing Disorder Contact Information: Maplebrook School | 5142 Route 22 | Amenia, NY 12501 Phone: 845.373.9511 (Main) | 845.373.8191 (Admissions) Email: admissions@maplebrookschool.org

20

Built into the program is a course called “Studies in Culture” which is offered to incoming freshmen, it comprises of a summer trip to Massachusetts in which students visit various important sites of early American history. Students take notes which become their journal entries for the course; they complete a mid-term exam at the end of the summer trip. The second half of the course runs until just before Halloween, allowing the students to focus on their four remaining courses.

Bowling Green State University Falcon Learning Your Way (FLY) Program (Ohio)

Muskingum University (Ohio)

The Falcon Learning Your Way (FLY) Program assists students with specific learning disabilities (SLD) and/or ADHD during the transition from high school to college by providing individualized support.

Students meet weekly for one-hour with an assigned Learning Specialist to develop and implement individualized academic support plans.

The PLUS Program at Muskingum University is specifically catered to students with learning differences including ADHD. The PLUS program utilizes Embedded Learning Strategies blended with a Learning Conversation approach that is led by our staff of qualified Learning Consultants and Learning Associates.

With the assistance of our staff, students are supported as well as challenged in developing skills, both academic and social. This for fee program supports students in developing skills that will foster the students’ potential to lead personally satisfying, socially responsible and vocationally productive lives.

Services provided by the FLY Program include, but are not limited to: a personalized orientation to the program and university with parental participation, priority registration, personal librarian service, academic coaching, an individualized tutoring plan, coordinated services with campus resources, and an introduction to the office of Campus Activities.

In addition to BGSU’s tuition and fees, the FLY Program’s cost is $2,500 a semester.

BGSU offers more than 200 undergraduate majors across eight colleges and was recently named by U.S. News and World Report as one of the top public universities nationwide with a strong commitment to first-year programs that lead to success.

Contact Information: Travis Brown Director, Learning Commons brownst@bgsu.edu 419-372-6067

For additional information, please visit our website at https://www.muskingum.edu/ plus.

The PLUS Program can be reached: by phone at 740-826-8280 by email at plussec@muskingum.edu by mail at Muskingum University Attention PLUS Program 163 Stormont Street New Concord, Ohio 43762

Landmark College (Vermont) In 1985, Landmark College was founded as the first institution of higher learning to pioneer college-level studies for students with dyslexia. Today, Landmark College is a global leader in the neurodiversity field, integrating teaching methods for students with learning disabilities (including dyslexia), ADHD, and autism. The College offers a wide variety of educational pathways for students: associates and bachelor’s degree options; a graduate level certificate in universal design with technology integration; a GAP Transition Year for high school graduates who aren’t quite ready to undertake a fulltime credit load; a Bridge Experience for transfer students who need to strengthen their college study skills; a number of distinctive summer support programs for high school and college students both on and off campus; and dual enrollment online courses for high school students.

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 students become more confident, empowered, and independently successful learners. Landmark College is the first institution of higher education in the United States to be designated as a Neurodiversity Hub. The college was recently recognized by U.S. News & World Report as being one of the country’s best colleges for undergraduate teaching.

Bowling Green State University Falcon Learning Your Way (FLY) Program William T. Jerome Library Bowling Green, OH 43403

Contact information: Sydney Ruff Director of Admissions Landmark College 19 River Road South Putney, VT 05346

Program website: https://www.bgsu.edu/ learning-commons/fly-program.html

Main Landmark Admissions: 802-387-6718 Main website: www.landmark.edu

21

Mansfield Hall (Wisconsin)

Shepards College (Wisconsin)

University of Wisconsin, Oshkosh (Wisconsin)

Mansfield Hall is residential, academic, social, and independent living skill support for students who are ready to attend college, but may benefit from some additional time to successfully make the transition from home and high school to college and complete independence.

Students are members of an active and robust living and learning community, and receive targeted coaching support in academics, executive functioning, prosocial development, and the development and mastery of the independent living skills needed to launch as independent young adults.

Shepherds College is a fully accredited, certificate granting, post-secondary program for students with intellectual and/or developmental disabilities.

Shepherds College offers certificate programs in Technology, Culinary Arts and Horticulture. The Shepherds College campus offers a safe, supported and structured environment for students to develop socially, physically and spiritually while they transition through three phases of residential housing including dorms, halls and apartments. The aim of both the occupational and residential training programs is to prepare students for a lifetime of gainful employment, increased independence and community inclusion.

Project Success is a remedial program for students with dyslexia and other languagebased disabilities attending the University of Wisconsin Oshkosh. The program was founded in 1979 by Dr. Robert T. Nash and is one of the few university programs in the country that specializes in the use of phonics-based multisensory methodology (Orton-Gillingham) to improve reading, spelling and writing skills. The program also provides remedial mathematics instruction and support for university math classes.

Located in Madison, WI (as well as Burlington, VT, and Eugene, OR, opening in the summer/fall of 2020), Mansfield Hall students attend local colleges and universities in conjunction with receiving specific and targeted coaching. College options in Madison, WI and Burlington, VT include University of Wisconsin Madison, Madison College, Edgewood College, University of Vermont, Champlain College, and many more.

Mansfield Hall serves 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.

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 Mansfield Hall locations. www.MansfieldHall.org Jake Weld, M. Ed. Director of Admissions & 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 Mansfield Hall - Eugene Eugene, OR (Coming Summer/Fall 2020)

22

Brian Canright Vice President of Expansion 262-878-6365 Shepherdscollege.edu

Project Success has been serving students with dyslexia and language-based disabilities for 38 years and continues to be one of the best post-secondary remediation programs in the nation. There is no charge for Project Success services during the academic year above and beyond the students normal resident or nonresident tuition.

The goal of the project success program is to assist the student in developing necessary language skills to read, write, and spell effectively to the point that the student becomes academically independent. In addition to remedial instruction, students also receive assistance in the form of academic and organizational tutoring on a weekly basis.

Each summer. Project Success offers a 6 week transition program that includes college credits that count toward the university’s general education requirements. The program focuses on three areas: remediation, transition to college, and application of study skills in a general education course.

Project Success currently serves over 300 students who come mainly from Wisconsin and the Midwest, but also from across the US and some foreign countries.

Contact information: Jayme Reichenberger Director (920) 424-1033 lautensj@uwosh.edu Ashley Lewandowski Student Support Specialist 920) 424-1033 lewandoa@uwosh.edu Laurie Stevens Admissions Representative (920) 424-7384 stevens@uwish.edu University of Wisconsin-Oshkosh Project Success Nursing Education room 26 800 Algoma Blvd.

Oshkosh, WI 54901 Program Website: uwosh.edu/projectsuccess

EDUCATIONAL RESOURCES Breakaway Test Prep (Minnesota)

Center for Living Well with ADHD (Minnesota)

College Connectors (Minnesota)

Breakaway Test Prep Breakaway Test Prep is Minnesota’s leading provider of individualized, oneon-one instruction for the ACT, SAT, and PSAT to students throughout the Twin Cities and anywhere in the world online.

Breakaway is pleased to provide the Twin Cities’ first and only ACT test prep program specifically designed for students with learning differences and attention disorders.

The Center provides professional coaching support for tweens, teens and young adults with ADHD or executive function challenges. Here are the ways, we can assist teens and young adults with coaching:

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.

Taught exclusively by instructors who specialize in working with students with learning disabilities and attention disorders, Breakaway’s innovative test prep program covers all sections of the test and is tailored to meet the needs of individual students. Breakaway instructors provide direct instruction on test concepts, critical time management strategies and test-taking techniques to help students reach their full potential.

Take us With You: College Coaching Program to support the student’s transition during the first semester of their Freshman year.

Continued support is also available.

Breakaway administers full-length proctored practice exams every weekend of the year. For students who qualify for extended time, we offer extended time testing as well as multiple day testing at all of our practice exams.

Contact Information: Rachel Erickson Director for Students with Learning Disabilities 218-201-2615 rachel@breakawaytestprep.com Breakaway Test Prep 3440 Beltline Blvd. Suite 102 Saint Louis Park, MN 55416 To learn more about Breakaway or to register for a practice test, please visit www.breakawaytestprep.com.

Time to Get Ready: Transitions Coaching from middle school to high school and then high school to college and independent living in the real world.

College Reboot: Recovery Coaching program to help current college students who are overwhelmed, falling behind, or put on Academic Probation to help them experience better results and stay in school.

Gap Year and Alternate Plans: Self-Discovery coaching to help clients build on strengths, career interests, life and executive function skill development while preparing for their future plans.

Coaching support is provided in-person, by virtual meeting or over the phone. No matter where your teen or young adult goes, we are there to support them. Learn more about the Center For Living Well with ADHD and its support and services at https://www.centerforlivingwellwithadhd.org/ Or, choose to reach out to us individually.

Robin Nordmeyer Managing Director – Minnesota Robin@ADHDCoach.life Phone: 612-308-4510 Kay Axtell Managing Director – Colorado Kay@ADHDCoach.life Phone: 303-674-5709 Katherine Jahnke Managing Director – Texas Kat@ADHDCoach.life Phone: 979-583-2152

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 Jenny Buyens, MBA (952) 303-3696 info@collegeconnectors.com College Connectors 5100 Edina Industrial Blvd.

Edina, MN 55439 Main website: www.collegeconnectors.com

PACER Center’s Simon Technology Center (Minnesota) The Simon Technology Center (STC) is dedicated to making the benefits of technology more accessible to children and adults with disabilities.

The STC collaborates with parents, professionals, and individuals with disabilities to demonstrate how assistive technology can enhance learning, work and independence. We offer two core services – a technology Lending Library and technology consultation service.

Through the technology Lending Library, families, organizations and professionals can borrow assistive technology for a four week period. Our technology consultation service provides families with an opportunity to sit down one-on-one with a specialist to learn about the tools that are available.

Contact information www.pacer.org/stc stc@pacer.org 952-838-9000 8161 Normandale Blvd.

Minneapolis, MN 55437 Social media Facebook: PACERCenter Twitter: @PACERCenter Pinterest: SimonTechCenter AT Reuse: PACER’s Facebook Buy & Sell Group https://www.facebook.com/ groups/863267887136492/ (EDUCATIONAL RESOURCES CONTINUED ON NEXT PAGE)

23

(EDUCATIONAL RESOURCES CONTINUED)

THE LEARNING CENTER AT GROVES ACADEMY Since 1972, 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 students in the community who do not attend our school.

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, helping individuals and their families understand 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 help 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 9-11 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 help 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 AND POST-SECONDARY COACHING

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 and post-secondary coaching 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: Nancy Segreti (952) 283-3304 segretin@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

©2017 Groves Academy. All rights reserved.