38 % percent of American school children, 20 million children, are unable to read grade level material.[1]

35% of children with learning disabilities drop out of high school, despite the fact that many are above average in intelligence.[2]

Up to 60% of adolescents in treatment for substance abuse have learning disabilities.[3]

Dyslexia affects at least 1 out of every 5 children in the United States, and is the most common learning disability.[4]

62% of students with LD were not fully employed one year after graduating from high school.[5]

Only 13% of students with learning disabilities (compared to 53% of students in general population) have attended a 4-year post-secondary school program within two years of leaving high school.[6]

Approximately 85% of all individuals with learning disabilities have difficulties in the area of reading.[7]

Only 13% of students with learning disabilities attended a 4-year post-secondary school program within two years of leaving high school.[8]

We all can make a difference and Rise above these facts!

With self awareness, determination, education and persistence, we can make a difference in the statistics!

[1] National Center for Educational Statistics

[2] National Longitudinal Transition Study

[3] Hazelton Foundation, Minnesota.

[4] NIH

[5] National Center for Learning Disabilities

[6] National Longitudinal Transition Study, 1994

[7] National Institute of Child Health and Human Development

[8] National Longitudinal Transition Study, 1994

Click here to access the full article on gap year and bridge programs.

Recently many students have been considering an alternative to going straight to college after high school. This is especially true for students with specific learning disabilities. These programs are often times called a gap year or “bridge programs”. Though these programs tend to be more expensive than a typical community college, or state school tuition, they are very focused on preparing the LD student to have a successful college career. Often they will help with life skills, essay writing, adaptive technology and self advocacy. Many allow the students to live in a dorm setting to become comfortable before taking on a typical course load at college.

A recent interview with Kylie Cyr, the admission director of SOAR, a camp for children with ADHD and learning disabilities in North Carolina gave RiSE a little insight to the idea of a gap year. In her professional position Kylie knows children with LD exceedingly well, in addition she attended the Options Program at Brehm. After realizing her learning differences in high school, the Options Program was a tremendous benefit to her confidence, academic success, and career.

RiSE: You have spoken about the benefits of attending the Options program at Brehm, on a video. http://www.youtube.com/watch?v=FHDlwVMdsL Can you elaborate?

KC: The benefit for me attending one of these programs is that the staff gets to know me and they really take the time to help. It gives teachers an opportunity to see how you learn and teach you how you learn. It also helped provided me with the structure that I desperately needed with school, study hall, and free time.

RiSE: Did you receive credit for college while attending the Options Program?

KC: Yes, the Options Program introduced me to the college environment with guidance and support. I was able to attend the local community college, where I earned college credits towards a degree and I also had one-on-one tutoring and instruction from the Options staff and teachers which helped me successfully complete my classes with passing grades.

RiSE: Can you explain the benefit of a Gap year or bridge program for students?

KC: It is always good to have something to do over summer break to keep up the momentum you’ve gained over the school year. Most programs will run a regular 9 month school year and then students will go home for summer break. SOAR offers a fabulous summer program call the “Postgraduate Program” which provides a bridge between spring and fall Semesters for young adults. This summer program provides structure, support, life skills training, social skills training and an opportunity for students to be supported over the summer and to still be gaining valuable skills along the way.

RiSE: Did you attend college after attending the Options Program?

KC: I went on to attend Boise State University and majored in Communication and also attend Ohio State University and took a 2 year program in Food Science.

RiSE: Do you have any advice for high school students with LD, who are considering college

KC: Yes, college can be an amazing experience if you know your limits! You have to set yourself up for success from the beginning, find an advisor that understands that not everyone learns the same, find the resource room AND USE IT! Don’t worry about what other people think, 9 times out of 10 you will never see your classmates again anyway, and your real friends you make in college won’t judge you anyhow! NEVER be afraid to ask for help! Structure your days….design your class schedule to best suit you! Communicate with your family! Communicate with your professors, if you keep them in the loop they will be more willing to work with you in certain areas! Don’t over extend yourself with classes…take a few classes at a time and volunteer locally or get a part-time job at a coffee shop in town, find a balance, designate yourself study hall time (I used to go to the library after my last class for 2 hours Monday, Tuesday and Wednesday’s).

A list of Gap/ bridge programs: 

• University of Iowa –REACH program (Realizing Educational and Career Hopes)
• University of Arizona – SALT program ( Strategic Alternative Learning Techniques)
• Landmark College- Summer Programs & Bridge Semester
• Curry College
• Step Forward
• Options Program at Brehm- post secondary program with focus on transition to college
• Academy at SOAR Middle/High School and students up to age 20

 To reach Kylie or to find out more information about the programs at SOAR’S website: www.soarnc.org

The RiSE Scholarship Foundation Award is not applicable toward gap year or bridge programs at this time.

The Five Rs of College Paper Writing

By Stefanie Weisman.

There are few tasks in college that demand such a wide variety of skills as writing a research paper.  It requires time management, research skills, creativity, logic, persuasive writing, and much, much more.  Intimidated?  Don’t be.  By following the five Rs below, you’ll be well on your way to writing a grade-A paper.

1. Read the instructions.  Most professors will give you a written assignment as the basis for your paper.  I can’t tell you how many students throw points away by not following these instructions to the letter.  Remember: read, don’t skim – and then read it again.  Look out for things like how many pages and what types of sources are required.  Don’t disqualify yourself from an A before you’ve even started!

2. Restrict your focus.  If your professor hasn’t told you what to write about, choose something you’re interested in, but keep your focus as narrow as possible.  I recommend choosing a topic that’s accessible but still fairly obscure – this way, you won’t be overwhelmed by all the material out there, and you’ll avoid writing on a subject that’s been done to death.  That’s how I chose a topic for my senior thesis.  I wrote about the English Peasants’ Revolt of 1381 (ever heard of it?) because there were only a handful of primary sources to contend with and the secondary sources weren’t too extensive. 

3. Research actively.  Many college papers require you to do independent research and come up with a thesis.  (A thesis, by the way, is the statement you’ll be proving in your paper.)  Start by searching your school’s online library catalog to find the general location of your topic.  Then, go to that bookcase or shelf and tear it apart!  Look at all the titles and skim through the ones that pique your interest; you’ll find stuff you never would have known existed with an online search alone.  If your school provides you with access to it, use the database JSTOR to get a sense of the latest scholarship on your topic.

As you read through your sources, write down any quotations, facts, and ideas that strike you, with page numbers.  This is critical for two reasons: (1) reviewing these notes will help you come up with a thesis; and (2) when you’re writing the paper, you’ll be able to cite your sources without going on a wild goose chase for half-remembered quotes.

If you’re lucky, a light bulb will go off and you’ll find the perfect thesis.  For the 99% of the times when this isn’t the case, here are some tips on how to force inspiration:

• Challenge statements that are overly conventional, contradictory, or controversial.
• If your teacher posed a question in class and didn’t answer it, he or she is practically giving a thesis away.  You just have to come up with an answer.
• Look in the footnotes of academic texts for the authors’ half-finished ideas and unproven theories.  Footnotes are the great untapped resource for students in search of a thesis.
• Keep reviewing your research notes until a theme or pattern starts to emerge.  Sometimes it takes a while to see the connection between things, but then – wham! – you’ll wonder how you ever missed it.
• Go to the prof’s office hours if you’re stuck, but come prepared with an account of what you’ve done so far.  Your teacher won’t be pleased if you walk in demanding a thesis for free.

4. Reinforce your argument.  Before you start writing your paper, you should make an outline.  For a short paper (under 5 pages), write down how each paragraph is going to support your thesis.  For a longer paper, just sketch out the flow of your argument.  This is when having taken detailed research notes really pays off; use them to find quotes, facts and figures to back up your thesis.  Now that you’ve laid the foundation for a successful paper, it’s time to start writing!  In general, your first paragraph should end with a clear statement of your thesis.  Every succeeding paragraph should begin with a sentence that links the previous paragraph to the point you’re making in the current one.  Don’t make your professor guess where you’re going.  Words like however, moreover, while, nevertheless, in addition, and although can really help get your point across.  Your final paragraph should summarize your argument and address its broader implications.

5. Revise, revise, revise.  Make sure you leave plenty of time to edit your paper!  No matter how good your thesis is, your professor probably won’t take it seriously if your writing isn’t polished.

Stefanie Weisman was valedictorian of Stuyvesant High School and graduated first in her class from Columbia University.  She has a B.A. in History, a B.S. in Computer Science, and an M.A. in Art History.  Her senior thesis won Columbia’s Lily Prize for the best thesis in history on a non-U.S. topic.  Stefanie is currently writing a book on how to achieve academic success called The Valedictorian’s Guide to High School and College.  For more information or to send her an email, go to her website at http://valedictoriansguide.com/

Stefanie’s paper is featured on the website of http://www.studentadvisor.com

It is their mission to: Empower students of all ages to confidently determine which college is the right fit for their personality, academics, budget, career path, and future.

How did I do this?  By using techniques familiar to many learning disabled students: hard work, perseverance, and playing to my strengths.  Ironically, my learning weakness may have contributed to my academic success.     

I learned at an early age that my reading ability was far better than my listening comprehension.  Since I didn’t absorb much during class, I took extremely detailed notes so I could review them at my own pace.  I became a speed-writer by using my own brand of shorthand to record every tidbit of information, while most of my classmates were satisfied with a skimpy outline.  I think this really worked to my advantage.  According to a 1968 study by John McLeish, students remember only 42% of the information in a lecture by the time it ends, and only 20% a week later.  My classmates may have understood the lesson while it was being given, but when test-time rolled around, most of that understanding had evaporated.  I, on the other hand, knew the lecture better than ever because I had reviewed it several times. 

I also relied on textbooks and other written material to explain what I had failed to grasp in class.  Books were my primary teachers, especially in high school.  I read complex passages over and over again until they were permanently etched in my brain.  I also took extensive notes on reading assignments to reinforce what I read.  These notes became invaluable for things like participating in class discussions and writing papers.  Whenever I wanted to support an argument, I could quickly look at my notes instead of desperately flipping through books to find some half-remembered fact or quotation.  All of this reading and note-taking was time-consuming, of course, but it forced me to develop a strong work ethic. 

I also turned down offers to join study groups, since I knew I wouldn’t absorb information in such an environment.  I believe that this made me a more independent learner.  While many of my classmates asked one another for explanations and clarifications (and were often given faulty information), I would examine my books and go to the teacher’s office hours for help.  In college, I often took courses that complemented my learning ability.  For example, I took Latin classes to fulfill my language requirement because they focused on reading instead of oral comprehension; and I majored in history in part because it emphasized the analysis of written texts.

I believe that by compensating for a weakness, I became a stronger student overall.  I sincerely doubt I would have been at the top of my class if my listening comprehension had been better.  There are two things I hope you take away from this: (1) everyone’s needs are different, and you must find the method of learning that works best for you; and (2) learning disability comes in all shapes and sizes, and may be found in those you least expect.

Stefanie Weisman was valedictorian of Stuyvesant High School and graduated from Columbia University with the highest GPA in her class.  She has a B.A. in History, a B.S. in Computer Science, and an M.A. in Art History.  Stefanie is currently writing a book on how to achieve academic success called The Valedictorian’s Guide to High School and College.  For more information or to contact her, go to her website at http://valedictoriansguide.com/

I have a non-verbal learning disability. This means that I struggle with visual-spacial relationships, my working memory and processing speed are slower than most people’s, and I have I hard time with some math concepts. But the part of my disability that affects me the most is having problems with visual-spacial relationships, because this makes driving very hard for me. If I have to drive to a place I’ve never been to, even if it’s not that far from me, my mom has to ride with me so she can tell me where to go and help me at difficult intersections. This can be very frustrating because I have my full license, yet I can’t drive as many places as most people my age. However, with time and practice, driving has gotten easier. The more I drive, the better I get at it, and my parents got me a GPS for my birthday, so I don’t have to rely on my mom as much when I go somewhere I ‘ve never been. In fact, I’ve come so far with driving that I was able to drive myself and my younger sister to my grandma’s house in Lake Hartwell, mostly by myself. My mom rode with me part of the way there, and my grandma rode with me part of the way back, and I used my GPS, but I was able to drive by myself with confidence. I have not let my learning disability completely define what I can do.

  So I challenge you, don’t let your learning disability completely define you. Know that you are so much more than that, and let this inspire you to become better at the one thing your learning disability makes most difficult. For me, it was driving, and for you, it may be something else, but do whatever you can to make yourself better at that particular skill. Practice it, and enlist the help of friends and family to help you and encourage you in your goal. Be persistent, and you’ll surprise yourself by how much you are capable of, and how you are so much more than the label of a learning disability.

Applying to College can be a monumental and daunting endeavor: time-consuming, complex with huge consequences.

It is important to remember, however, that the only time you have NO possibility of getting into a school is if you do not apply.

With that in mind, it is time to get started, make a plan and APPLY.

Get Ready 

Before you download your first application, there are several preparatory steps: 

1) Make a list of the schools that interest you.

Keep in mind your living as well as your academic goals.

Do you prefer a small, intimate learning environment or the bustle of a big state school? A city or a small town? A Greek system? Do you have a particular major in mind?

As you amass information from your select schools, including and especially, all letters with ID numbers, proceed to step 2.

2) Buy a folder for each of the schools that you decide upon.

The folder should have 2 pockets; I prefer to color code my folders to make locating them easier, i.e., red for UGA, yellow for Tech, etc. One of my daughters assigns color on the basis of the feeling evoked by that school, such a hot pink for USC because it sounds like a fun place to go. Whatever works best for you, but if you have a stack of applications, you will want to put your hands on the right folder without flipping through them all. Place all college generated information—even handouts and pamphlets in the left hand pocket.

3)   Go to your school registrar or college counselor and request a copy of your transcript.

 It does not need to be an official document, which can take time to process, only a copy of your academic record.

4)  Make a resume.

Some schools actually require a resume, and if you have an interview, a resume is an easy memory tool for you (so that you don’t forget a key activity) and a helpful reference for your interviewer when he is writing your report.

 Even if you don’t need to submit one and don’t plan to interview, you DO need a resume. It should include the activity, a brief description of it as well as any leadership positions or awards, years of involvement, hours per week, and weeks per year. Do this for school activities, sports, jobs and service work. You will need this for virtually every application; if you have it ready, you can cut and paste—just be sure to do so in the format specified by the application, and, irritatingly, they almost all require their own format.

5) Collect all of your standardized test reports:

SATs, SAT II’s, ACTs, APs.  All of them and NOT the composite scores, but the full breakdown.

Print or scan these for easy reference.

6) Do you have any awards?  

Find them and a description of what they were awarded for.  Place your collected information from steps 3, 4 and 5 in an accordion file, with labeled tabs. Now at last you are ready to begin…

Get Set 

Once you have completed the first steps, get on the internet and START!

Virtually all applications will require the personal information you have now organized

This is just plain tedious, but you must input it again and again and again. Remember to SAVE at the bottom of the page and, again, input in the format specified.

For most students, the essays are exhausting.

There is no way around this, but you can make it easier.  

-Never write the essay on the application;

ALWAYS cut and paste from a word document. Most applications time out and you will lose what you have written if you have not finished. More importantly, this is a thoughtful process. It’s meant to be because the school is trying to learn about you. That being said, they are only learning what YOU want them to know. THINK about it. Don’t be afraid to put yourself in the best light as long as you are truthful. DO NOT discuss your weaknesses—they want to know your passions and interests, not your flaws. 

-DO, DO; DO get someone—preferably a teacher with whom you are comfortable—to read your essay. Proof read your final document OUT LOUD. Twice.

-Finally, pay attention to the word/character count as specified by the application. Really. 500 words does not mean 527. This is a source of irritation for your application reader, and you do NOT want to annoy this person. This is another good reason to use a word document.

 Many well written essays can be modified to fit more than one question—on different applications, of course. Do be careful that you answer the question. Write or amend your essay, then check to insure that it directly addresses the question. Create a separate essay file for each school–be sure to save the original under the name of the first school, in case you need to copy and paste it for a third university application.

Print 2 copies of each essay and place one in the accordion file and one on the right hand side of the folder for the school for which it has been written.

GO! 

After your creative juices have been tested and most likely exhausted, it’s back to the technicalities… 

Make or print the attached checklist, and place one in each folder; place in front of the college information, on the left side.

Each school will have its own requirements.  

• ^·          Does it require SAT II’s?
• ^·          Does it permit score choice?
• ^·          Does it require a teacher recommendation? Two? PRINT and DELIVER THEM! Try to plan ahead and get them out a month in advance. Chances are that your favorite teacher is someone else’s as well! Some schools and the Common Ap allow submission online, but many teachers want to see the form, and it can act as a visual reminder. Fill in the “student information” part on all forms.
• ^·          Print the midyear and college counselor’s report and deliver them with an addressed, but unstamped and without a return address to the relevant personnel—or as your college counselor stipulates. Fill in the “student info” portion here as well.
• ^·          Are you applying early action, early decision or regular admission? What are the due dates? Are you applying Common Ap? Online? Place any early ap.s on top of your pile. Finish these, including essays early before you wear out!

Once you have submitted your paperwork and your teacher has proofed your essays, cut and paste your answers, CAREFULLY, and… 

Submit 

Hitting that submit button is scary!

Be certain that you are ready before you do. AND KEEP HARD COPIES.

Print your application in its entirety.  

Place it behind your checklist.

      Some college counselors will ask for a copy as well.

Keep a copy of your confirmation from the college as well as your fee receipt.

If you do not get a confirmation, CALL. Do not assume that they have it because you sent it.

NEVER ask your mother to make this call. She would probably do it; she probably WANTS to do it. BUT DON’T!!

Colleges want to know that YOU are interested, not your parents. If you are not motivated enough to call on your own, they will assume that you are either not all that interested or that you’re not quite ready to be in college. This warning applies to information sessions and any other contact with the universities. This is YOUR moment; an over involved parent sends a very negative message about YOU.

Paige Larson is a wife and mother to two delightful and successful daughters who have gone through the college application process. In this article she shares her tips for the student who tends to struggle with executive functioning, or just the teen that needs a little organizational advice!

Professionally she interviews for Georgetown University admissions, and tutors students in Atlanta, Ga.

She is an active volunteer with Garden Club of America, and the National Charity League.

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). The colleges and universities listed below go a step further…they offer programs, some quite comprehensive, designed to support students with learning disabilities.

By clicking on the names of the colleges and universities below, you will be taken to the pages of their websites which detail their learning disabilities programs and, in most cases, list the names of and contact information for, staff able to answer your questions.

Remember, unlike high school, you will need to decide if you want to disclose your LD to the college or university that you are accepted to. If you have a documented learning disability, you are not required to disclose it to the college. However, you must disclose (some call it “self identify”) and provide essential documentation of your learning disability in order to receive appropriate services and accommodations.

• Research Section 504 and the American with Disabilities Act (ADA) which protect the civil rights of people with disabilities and require postsecondary institutions to provide services to their enrolled students with learning disabilities. These services would be given to a student that provides essential documentation to the school , and has disclosed their LD to the institution they are attending.
• Be your best advocate; know your disability and the accommodations that make you successful.
• Meet with or speak to other students that attend the college that have LD, contact on campus school support groups, if available.
• Find out the requirements for foreign language and math. Some schools allow you to take sign language, which is helpful if you are more of a kinetic learner.
• Hire a college consultant, if you are having trouble finding the right fit for a school, with over 3000 colleges and universities, there is one that is just right for you! They often have great advice for financial aid, as well.
• Meet with the Office of Student (or Disabilities) Services, if they have one at the colleges that you are applying. Ask them which services and what types of accommodations are available at their institution.

Examples of services that are provided, if you have documentation of a specific learning disability:

• Extra time for quizzes and tests
• Ability to take quizzes or tests in quiet room
• Ability to take a test, quiz or write essays on a computer with spell check.
• Ability to have a note taker, or copy of notes on lectures.
• Audio versions of textbooks, or even of class lectures.
• Early registration for classes

These are only helpful tips, for students. Contact each school for their individual policies.