Make sure medical/psychological testing is up-to-date. Testing should be done every three years for students with a LD. Obtain all special testing records before high school graduation. Some school systems destroy these records upon the student’s graduation. Colleges, as well as vocational rehabilitation offices request these records to assist in providing special services to students.

Make contact with the local Office of Vocational Rehabilitation (OVR) before graduation. OVR offers a variety of services to eligible students such as vocational assessment, training, job placement assistance, etc. Consider a vocational assessment as a way to amplify present and future goals.

Make sure the student’s knowledge of study skills is adequate. In addition to high school assistance, consider special study skills classes/programs offered at community colleges, private agencies, or individual tutoring.

Consult with the high school to get a good understanding of how much support or special help the student is receiving. It is important to determine realistically whether minimal support services or an extensive program at the college level will be needed.

Help students to increase their independent living skills. Help them learn to manage their own checking accounts, do their own laundry, cleaning and some cooking, etc.

Encourage part-time jobs or volunteer positions. These are helpful to improve socialization skills as well as to give a better understanding of work situations, expectations, and responsibility.

Make sure students have a good understanding of their particular disability. They should know and be able to articulate their strengths and weaknesses as well as which compensating techniques and accommodations work best for them.

Help students understand how their disability is connected to social experiences with peers, families, and employers. A visual or auditory discrimination deficit, and/or an attention deficit disorder frequently lead to missed cues and inappropriate timing in conversation.

Encourage students to be their own advocate. A good first step is to encourage them to discuss their disability and needed accommodations, if any, with their regular high school instructors.

Learn about Section 504 of the Rehabilitation Act of 1973. This law indicates what types of accommodations must be provided and/or allowed at postsecondary institutions if a student requests them. The responsibility is on the individual to initiate the provision of services and accommodations.

Get information on special exam arrangements for SAT and/or ACT. Options include untimed tests, readers or cassettes.

Obtain two copies of all college applications (or duplicate the one received). Use the first copy to collect needed information. Type that information onto the second copy to be sent. Contact the Disabled Student Services Offices of colleges before applying. Get information on what kinds of services and support are available, and if there are any special pre-admission requirements when making application.

Visit colleges before making a definite choice. Also, look at the communities in which they are located.

Encourage students to investigate and join a local support group.