Yuting is now 18 years of age and is preparing to graduate high school. Even though it happened relatively late in her schooling, her learning disability in math was identified, and Yuting received assistance in that area. By the end of high school, she was coming close to grade level in math and actually enjoyed it. Through the continued support of her parents, Yuting found ways to deal effectively with those who thought she was different either because of her nationality or because she had two dads. In fact, she started a club at her school during her junior year that was called "Love Makes A Family." She recruited other students who lived in "non-traditional" families and met with them every two weeks to sit and talk, share stories, and offer support. Ron and Tom could not have been more proud of her, and they told her often.
Yuting is looking at colleges to attend, and she wants to go in-state so she can be close to her boyfriend. A little younger than she, he is still a junior and will still be "at home" when she is "at school." She thinks she wants to major in literature, but she is not sure. Ron and Tom have encouraged her to apply all over, but she wants to stay in-state. Her SATs were wonderful in verbal areas but worse in math.
Yuting is also an excellent piano player, and she loves the instrument. She thinks she would like to attend someplace where she could continue to play. She would also like to study abroad -- she wants to go to China. It has become increasingly important to her to get in touch with her roots, and she has recently purchased a software program to help her learn Mandarin.
* Do college admissions offices take SAT scores into account differently if a student has a documented disability in an area measured on the SAT?
* What kinds of resources are available on a college campus for someone with a disability? Are some colleges better than others at providing such services? Would you recommend that Yuting attend a school that has robust services for people with disabilities? Why or why not?
* What kind of cognitive development would support Yuting's wonderings about her own origins and ethnic heritage?
Do college admissions offices take SAT scores into account differently if a student has a documented disability in an area measured on the SAT?
ReplyDeleteUnfortunately, college admission offices don’t take SAT scores into account differently if a student has a disability. According to James Madison University’s Disability Services “Admission decisions are made without regard to disabilities. All prospective students, regardless of a disability, are expected to present academic credentials at or above the minimum standards for admission as established by the Admission Committee.” Although the admissions office doesn’t change the requirement for individuals with disabilities, they don’t overlook the disability. If the individual is willing to disclose their disability when applying, that will help the committee in the decision process. They recognize the struggle for individuals with disabilities and they take each applicant very seriously. They are very sensitive when dealing with prospective students with learning disabilities. The admission committee at JMU is aware of disabilities and they will give “thorough consideration to students who choose to disclose their disability.”
When student are deciding whether or not to disclose their disability, it is very important that they are aware of the laws that protect them. Section 504 of the Rehabilitation Act of 1973 and Americans with Disabilities Act protect individuals. They state that individuals with disability can’t be denied participation in activities receiving federal financial assistance. It also states that they cannot be discriminated against because of their disability. They also state that individuals with disabilities, who meet the qualifications, can’t be denied participation or involvement in programs and activities. Individuals with disabilities should find comfort in these laws when decided whether or not to disclose their disability during the college application process. They can’t be denied admittance based on their disability.
Although colleges don’t take in to affect scores different for individuals with disabilities, the SAT offers assistance. The student may submit a request for accommodations prior to taking the SAT. The student will have to provide documentation of their disability and the current services they are receiving. If the SAT board thinks that the individual’s disability will affect their performance significantly on the SAT, then they will allow for accommodations. The most common accommodation that they provide is time extension.
* What kinds of resources are available on a college campus for someone with a disability? Are some colleges better than others at providing such services? Would you recommend that Yuting attend a school that has robust services for people with disabilities? Why or why not?
ReplyDeleteThe types of resources available for students with disabilities on college campuses vary from school to school. Almost all colleges and universities provide some level of services and/or accommodations for learning disabled students, as mandated by the Americans with Disabilities Act (ADA) (Solis, 2010). Meaning, colleges are legally bound to provide necessary resources for students who need them. Colleges take a big stand on supporting and helping students who need it because not only will it benefit the student, but the institution as well. Most school’s look for diversity within their campus and this is part of the reason why more and more students with needs are attending college. Over 75 schools in the US take things a step further and offer programs, some quite comprehensive, designed to support students with learning disabilities.
Many colleges are required to get rid of anything that may have a negative effect on a student with a disability. Things that are architectural, communication related, or transportation – or to provide reasonable modifications to rules, policies, or practices may be changed or removed for the sake of the student and for their over-all success. Many schools also provide aids and services like readers, interpreters, note takers, adaptive equipment, relocation of classes to accessible environments, audio recordings, computer programs, early enrollment, rescheduling of classes, allowance of service animals, alteration of materials, or substitution of certain courses in programs (Duncan, 2011). Not all schools provide all of these, so it is important to research and take note of what a student with disabilities needs and where it can be found. To not be mistaken, schools are not required to meet “personal needs” of every student with a disability. Things like glasses, special equipment, hearing aids must be provided by the student themselves and not by the institution. However, if a something like a tutor is provided for a student with a disability, than that option must be available for ALL students.
Whether or not some colleges are “better” for students is not necessarily the question people should ask themselves when looking into schools. The key things to focus on really are:
• What is the disability being dealt with?
• What are accommodations and resources I know I will need when arriving at college?
• What colleges offer these resources?
• Narrowed down, what colleges are best known for having good reviews of these resources?
Of course there will be colleges that better fit these needs, but this will be a personal preference for the most part. Research will have to be done and other factors will go into choosing a suitable college but for the most part, most colleges want all students, whether they have a disability or not, to succeed and will do a lot to accommodate and make sure that happens.
Once again, whether or not Yuting attends a school that has a highly successful service for students with disabilities is entirely up to her and her family. It is encouraged that her, Ron and Tom look closely into how robust the disability services in the schools she is looking at are, but by no means does this have to be her deciding factor. We believe that Ron and Tom do put a great emphasis on academics and see them taking the time to best fit Yuting’s needs. Going to a school with a good reputation in their disability services can only help Yuting but will not hurt her. The family must also realize that this is just a helpful resource and that if Yuting chooses not to use it that is entirely her choice. We think it is a smart option to have, even just if Yuting finds herself struggling down the road, or realizes later on in her college career that she is having difficulty. College will be a very new and exciting experience for Yuting, but it can also become very overwhelming, Yuting’s best bet is to do her research and look closely into the options offered for her at various schools and keep that in mind. It will help her in the long run and can also act as a “safety net” so to speak, if she ever finds herself struggling.
ReplyDeleteWhat kind of cognitive development would support Yuting's wonderings about her own origins and ethnic heritage?
ReplyDeletePiaget theory of cognitive development supports Yuting’s wondering’s about her own origins and ethnic heritage. According to Piaget, Yuting would fall into the Formal Operational Stage. This is not a stage that all individuals reach but Yuting is very mature and advanced as far as her cognitive development is concerned. Yuting has reached this stage because she gained an ability to think abstractly about reality. As a result, she has learned a lot about herself and her current situation. Ron and Tom have done an excellent job in raising her, however, she realizes that a part of her is still missing. She wants to learn more about her origin and heritage as that is an important part of who she is. She realizes that they only way to learn about these matters, is to take things into her own hands. She is tired of simply listening to what others are saying. She wants to form her own opinion based on her own research. In this stage, Yuting is able to think about the unseen, which explains why she is wondering about these things. She is now about to find answers to her questions in a systematic way. In doing research, Yuting will be able to consider a variety of different sources of information. She will be able to use her logical thinking to rule of information that is false. She understands that it is not possible to figure out everything but she will find comfort and knowledge in the information that she does find. Yuting wants to be able to confirm whether things that she has been taught about her origin and ethnicity are valid. She is now old enough to form her own opinion based on her research.
Sources
ReplyDeleteDuncan, A. (2011, September). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Retrieved from http://www2.ed.gov/about/offices/list/ocr/transition.html
Formal Operations Cognitive Development(n.d). Retrieved from http://www.uiowa.edu/~c07p075a/class1/Classhandouts/formal.htm
Low SAT or ACT Test Scores? You Still Have College Options (n.d). Retrieved from http://www.campusexplorer.com/college-advice-tips/AF928B9F/Low-SAT-or-ACT-Test-Scores-You-Still-Have-College-Options/
Prospective Students (2011). Retrieved from http://www.jmu.edu/ods/Prospective.shtml
Solis Hilda, L. (2010). Americans with disabilities act. Retrieved from http://www.dol.gov/dol/topic/disability/ada.htm
Stephen B. Thomas (2000). College Students and Disability Law. http://www.ldonline.org/article/6082/
Question from Group 3:
ReplyDeleteHow will having a boyfriend who is younger than her and who still lives at home affect her college experience?
Questions from group 6:
ReplyDelete1. How do Ron and Tom feel about Yuting letting her boyfriend affect her decisions about where to apply for college?
2. Will Yuting be able to get help in Math in college if she ends up needed extra services?