![]() ![]() In most cases, “appropriate documentation” is a psychoeducational or neuropsychological evaluation completed within the past three years, with adult norms (i.e., age 16 or older). Instead, they must disclose their disability to the disability services office at their college or university and provide appropriate documentation. Students who had IEPs or 504 Plans in high school do not automatically receive accommodations once they enter college. What should students know about transitioning from accommodations in high school to accommodations in college? Based on our conversation, we put together some common questions and answers about how accommodations and supports work for dyslexia and other disabilities in higher education settings. We recently had the pleasure of speaking with Dana Roth, the Assistant Director of Disability Services at the Ross Center at the University of Massachusetts Boston. However, fewer resources exist for students at the college and graduate school level. There are many resources devoted to helping parents navigate special education in public K-12 settings, which is governed by the Individuals with Disabilities Education Act (IDEA). Often, these students are found eligible for school accommodations through an IEP or a 504 Plan, depending on the nature of their disability and the level of support required. In our work as staff psychologists at the MGH Learning and Emotional Assessment Program ( LEAP), we often meet students like Sarah who are diagnosed with dyslexia (and other disabilities) while attending public school. However, she began to wonder if she would still be able to get accommodations – which had been an important part of her success in high school – once she entered college in the fall. Sarah felt thrilled and proud of herself when she was accepted to her top-choice college. ![]() Since entering high school, Sarah had become more active in her IEP meetings, and her parents and teachers helped her to build self-advocacy skills. All of these were provided through her Individualized Education Program (IEP). Sarah also benefitted from school accommodations including preferential seating, frequent teacher check-ins, help breaking larger assignments into smaller pieces, access to her teachers’ notes, and extra time to complete tests and assignments. Having been diagnosed with dyslexia and executive function issues in third grade, she had participated in many hours of structured, sequential, multisensory reading instruction at school, and each summer she worked with a reading tutor. Sarah was also very determined and hardworking. She was a star violinist in the school orchestra and, on the weekends, enjoyed working at a local retirement community. Sarah was an outgoing and bright teenager in her senior year at a public high school. Topics previously addressed include Dyslexia 101, understanding treatment, and school accommodation options available. This blog is the fourth in a series on dyslexia. Parenting Concerns, Teenagers, Young Adults He says that one essential key is to listen to many electronic voices and pick the one that you like best.By Amanda Ward, Ph.D. ![]() He says, “You can listen to digital text much faster than analog text recordings-in some cases up to ten times the spoken rate, and over time you can train yourself to be comfortable with ultrafast digital text as a way of getting access to information.” Ben couldn’t read well, and used this technology to get his BA, Masters and JD/MBA all from prestigious universities. Digital text-to-speech software-this means that text has been encoded in digital form so it can be real aloud by a text-to-speech program on a computer or other electronic device. Additionally, as Ben Foss discovered, the big advantage of digital text is speed.Speech-to-text softwarelike Dragon Naturally Speaking, and programs with spellcheck features for writing.Talking dictionary or electronic thesaurus. ![]() Assistive technologies are the means for helping dyslexics with the transfer of information at school, work, and for pleasure-reading and writing. ![]()
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