513- College Accommodations for Neurodivergent Students
Jul 30, 2024
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Jillian Lillibridge Heilman, Ph.D., is a leading expert in disability services for college students. She dives into the nuances of transitioning from high school to college for neurodivergent students. Jillian explains the challenges of securing accommodations without IEPs, and the importance of self-advocacy. She emphasizes early communication with Accessibility Service Offices and shares insights on managing executive function difficulties. Listeners will gain valuable tips on documentation and navigating grievances, empowering students during this crucial shift.
Understanding the importance of self-advocacy is vital as students transition from high school accommodations to college support systems.
Evaluating faculty-to-student ratios and available resources helps ensure a supportive learning environment for neurodivergent students in college.
Timely submission of documentation for accommodations is essential for tailoring support to individual needs within college disability services.
Deep dives
Understanding Neurodiversity in Higher Education
When considering colleges for neurodivergent students, recognizing the significance of neurodiversity is essential. Neurodiversity encompasses a range of conditions, including ADHD and autism, all of which require support tailored to individual needs. Embracing disability as a strength can empower students to engage more fully in their academic journeys. It’s crucial for parents and students to understand that the right college environment will respect and facilitate this difference.
Transition from High School to College
Transitioning from high school to college signifies a change in responsibility regarding disability services. While high schools operate under specific laws that require institutions to provide necessary support, college students must self-identify and advocate for their needs. In college, accommodations are not automatically transferred from high school; students must actively pursue these services. This significant shift emphasizes the importance of independence and self-advocacy in the educational experience.
Evaluating College Support Systems
When visiting potential colleges, evaluating the faculty-to-student ratio and available resources is essential for neurodivergent students. Smaller class sizes often offer a more supportive learning environment, allowing for better engagement with faculty. Additionally, institutions should provide access to academic resource centers, tutoring, and disability services that address specific challenges faced by these students. Engaging directly with these offices can help families assess the quality of support available on campus.
Accommodations and Documentation Requirements
Requesting accommodations in college requires understanding specific documentation and timeline processes. Students must submit relevant medical evaluations and personal paperwork to the Student Accessibility Services Office shortly after acceptance. These accommodations differ from those provided in high school, so practical planning and timely communication are vital. Colleges typically require up-to-date documentation to tailor support to individual student needs effectively.
The Role of Parents in Supporting Independence
As students transition to college, parents can play a crucial role in fostering independence and self-advocacy. It’s important for parents to encourage their children to take the lead in communications with faculty and support services, preparing them for future experiences. Engaging students in day-to-day responsibilities before college can help them adjust to the new level of autonomy they will encounter. Parents should remain supportive while allowing their children to navigate their own challenges and develop essential life skills.
Moving on from high school is a big transition — especially for students with ADHD who received accommodations because there are no IEPs in higher education. Learn about the process of getting disability services in college from Jillian Lillibridge Heilman, Ph.D.
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