As a rule, universities have three levels of support, although the names given to these levels vary. There is a continuous set of services within each level; however, there are some specific differences that separate these levels and it is useful to understand them when working with neurodiversity students with learning disabilities (LDS). Brown (2013) summarizes them as follows:
1. The most structured and complete
The staff is specially trained to work with LDS students.
Special introductory programs, usually one or two weeks before the start of classes, with a designated tutor
Support for promotion, academic follow-up, and counseling
Some changes in the program are suggested if the student’s documentation confirms it.
Professional teachers are subjects rather than teachers for students, as they may be better prepared to help students with SD, given their particular needs
The latter can be especially important for students who do not always realize that they have difficulties studying. For example, it may be difficult for a student to distinguish between essential and unimportant details. They could write a long essay containing much specific factual information. However, it is possible that your essay did not address the topics that the professor wanted to focus on and that it was poorly organized. If they participated in a structured/integrated program, they would be assigned a special advisor who would regularly check on all of their teachers to see how they were doing. Such close supervision can make it possible to quickly adjust the course according to needs.
Many of these programs also have a separate admission process. For example, a student can be invited to simultaneously apply to the university Admissions Committee and participate in the program. Several universities have comprehensive paid academic support programs that offer frequent one-on-one support to students with socio-emotional and/or executive functioning problems. These programs usually cost between $1,500 and $3,000 per semester and employ professionals who meet with students regularly and help them plan their courses and keep up with their academic achievements. This support is generally available throughout a student’s academic career, although it may not be necessary for a student throughout his or her college years (Brown, C., 2013).
These programs are excellent options for students who need this kind of support, especially during this extremely important first year at university.
2. Coordinated services
This average service level is available at many colleges and universities, including most government agencies. These programs usually have a learning disability specialist, at least on a part-time basis, who helps students coordinate their university residence and the necessary services.
These services often include:
Instruction on learning strategies
Consulting/Consulting in
Tutoring
Support for awareness-raising activities
As with structured/comprehensive support programs, coordinated services programs always have a dedicated on-campus center for students with disabilities in addition to an academic support center accessible to all students. Students, however, are not part of a structured program; they will have to be responsible for requesting services and accommodation as needed. When students self-identify and provide documentation (during a meeting) to a member of the LD Support program staff, a collaborative approach is usually taken to determine eligible housing for the student. A staff member writes a letter on the center’s letterhead describing these conditions of stay. They usually include:
Increased testing time in a distraction-free environment
Recorder
Writing articles and writing exams
Preferred positions, etc.
Students may make copies of this letter and distribute them to each teacher. The documentation is kept secret in the Department of services for students with disabilities, and teachers only need to comply with what is indicated in the letter. The teacher can then, for example, send the student’s exam to a support center so that the student has more time in a distraction-free environment. The teacher can make sure the student has a place in the front row or can help find a tape recorder.
In order for this system to work for students, they must be able to explain to the Service Provider the following:
What they need and why they need it
How it has allowed them to succeed in the past
What they tried doesn’t work as well as what actually works
3. Basic services
These programs provide the minimum support necessary to comply with the law. They usually provide housing, but not services. There may not be a separate support center for students with disabilities. Students must always provide documents about their disability in order to obtain housing, and the employee can provide a letter to give to each teacher.
Explore the options
It is important for students to learn how the disability assistance program works and what living conditions will be provided before deciding to study at a university that does not have a separate disability assistance program. (You can find more information in our previous post.)
However, if a student is intelligent, has completed high school, understands his inability to learn well, what he can tell others and defends himself well, a university with a basic services program may be suitable (Helmus, 2009).
Determining the correct match
Structured programs are more suitable for students who need careful supervision and a higher level of support.
Coordinated programs are best for students who want to be “in the spotlight,” but who know they will need support.
Basic maintenance programs are best for highly motivated and independent self-advocates.