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It is well known that college graduation rates for students with learning impairments are significantly lower than those of their peers. Could this be because students with LD lack the intelligence necessary to succeed at college? However, this does not seem to be the case. According to McGraw-Hill Concise Dictionary of Modern Medicine: Learning Disability, “suboptimal ability to read (dyslexia), compose (dysgraphia), do mathematical operations (dyscalculia), etc. in a child of presumed normal intelligence”. If you are looking for quality disability support services anywhere and under any circumstances, you can find them on disability service providers Melbourne.

This author is a college Learning Specialist who has spent thirteen years identifying six ways that freshmen can slide downhill. They are:

* Failing to disclose – Many students who choose to withhold information are doing so to rid themselves of the stigmatizing “LD”, label they’ve worn for many years. The first mistake they make is not even realizing it. Students with learning difficulties must take the same courses as other students in college and must fulfill the same academic requirements. Information is confidential and only the disability service office and the teacher the student informs of it are informed. IEPs ensure that students in high schools receive academic support and other special services. IEPs do not exist at the college level. Students who fail to disclose suddenly discover they are no longer protected by the Americans with Disabilities Act and are ineligible for the accommodations/services recommended in their documentation. The student loses their safety net and is forced to walk on their own in college. This is a dramatic and often difficult change.

* Starting with a full class load – Another common mistake is the assumption, that students who have completed five subjects in highschool can do that amount in college. They are not aware that a complete textbook can be covered over a 15 week college semester. High school students who have disabilities had little homework, and they only did a few hours of study per week. College students can expect between two and three hours of work outside for every hour they spend at class. Students may expect to have between 30-40 hours of homework/or study each week, depending on how many credits they are taking. Students shouldn’t take on a whole load. They should choose what they can handle. It is much better to build confidence and start slowly than to rush and fall behind. Students who begin with a lighter course load are more likely earn higher GPAs (grade-point averages). It is easier to maintain high grades than it is to raise them. Only a disability services provider can write a letter informing Joe that Joe is considered a fulltime student with nine credits for a documented learning disorder. This will allow him to continue to have his parents’ coverage. Before doing this, please call your insurance company anonymously to confirm your child will still be covered. The insurance company will only require proof that your child is a full-time student to submit the letter.

* A lack of time management skills and organizational skills. The daily planner is probably the most crucial component in college organization. Although an assignment pad may have been sufficient for high school, college students will need one. So they don’t double-book, they need to keep all their responsibilities, academic, work and social, in one planner. A good planner for academics is one that runs from August to august and has M/W (meaning it has weekly or monthly views). This allows students to see long-term and immediate views.

* Too many working hours – In an ideal world, students could have the luxury of not having work while in college. However, for many students, this is not an option. Due to the unique challenges that college presents, students should only work 15 hours per week. The more the merrier. Students who work during school often don’t have the ability to switch between classes. Colleges often have long winter and/or summer breaks during which students can work part-time and save money for the next school year. It takes maturity to be able to defer gratification and live a more modest lifestyle in order to reap the benefits of a great education. Ideally, school should be considered a student’s full-time occupation.

* Inability of saying “NO” – Students can have as little as two hours of class per day at college. This structure gives students the illusion that they have more time than in high schools. This is misleading as this time is not truly “free”, but rather structured. Students will be lured to ignore school work and say yes to invites that aren’t compatible with good grades. Students who commute often have the same high school mindset as students who attended high school. They will leave school right after class ends and return to their home with a distracting environment full of family members, computers, television, etc. Students who live in residential homes often return to their dorms, where there are many temptations. Students who succeed have the discipline to seek out a quiet environment such as the library where they can focus and work uninterrupted, free from temptations. Even if students are unable or unwilling to focus for more than 30 min at a stretch, they can easily take a 5-minute break before returning to their work. Every locale has connotations. The school library proclaims “this is the place for work.” Also, it is much easier to feel sorry when you’re surrounded by people who are also learning.