What will Fall semester 2020 look like on college campuses?

Unfortunately, due to COVID19, college campuses will be different this coming fall.  Social distancing on campus, changes in dorm life, hybrid classes-a mixture of online and in-person, as well as smaller class sizes in unconventional spaces, are just a few ways it will change.  For students with learning disabilities and attention issues, this will mean a need to have a greater understanding of accommodations and accessibility to their classes.  Self-advocacy, resiliency, and motivation will be the key to success in this new environment more than ever.

First-year students will undoubtedly feel the impact of COVID19 the most.  Not only was their high school senior year abruptly taken from them, but the college experience that they may have dreamed of will no longer look the same in 2020-2021. However, we all learned a lot since this pandemic started in March, including how to be creative in communications using online options. Some have found that the experience was better for them while others not so much.  For those who felt it was more positive, they cited reasons such as more one-on-one interaction with faculty and classmates, more flexibility in attending classes, being able to review the lecture, which helped with note-taking and review. At the same time, others struggled with time management and keeping up with courses in the online environment.  For students with LD/ADHD, another semester of uncertainty will take structure, reminders, motivation, focus, and resilience to cut through the challenges that they will face.  

Students will see many changes on campus as well. Wearing masks has been and will be a way of life for everyone, at least for the foreseeable future.  Many colleges will require students to wear masks in class and around campus, removing them when they get to their living spaces.  Students living on campus may have “family spaces,” or suites, to allow some interaction between students since they may be confined to their rooms more than in the past. Cafeteria time may also be limited with takeout meals and spaced out tables. University of the Ozarks President, Rich Dunsworth, said in a recent university address that due to increased student spacing at Ozarks will mean classes will take place in unconventional spaces like theater stages or conference centers. And separate areas will be set aside for quarantining students when necessary keeping them on campus or close by to prevent the spread of the virus. 

Many colleges are limiting breaks in the fall semester, asking that students leave campus before Thanksgiving and not return until classes resume at the end of January.  Faculty are planning now to go all online after Thanksgiving and will round out the semester with finals online as well. 

But no matter what the Fall semester looks like, getting a college education is essential not only for students but for the economy in general.  In the webinar, “Preparing for Campus Life During a Pandemic” hosted by NCAG Online,  Jim Welch discussed how our economy depends on skills learned in the post-secondary environment. Highly educated individuals are needed to bring new ideas and train our next generation of thought leaders.  

We need to be very proud of this generation of students who learned a lot in the past few months since this pandemic began.  They have already acquired skills of resilience, how to deal with disappointment, how to pivot to new learning environments, how to stay connected with friends in new ways, among other skills.  Brene Brown, in her Podcast, Unlocking Us, Episode 1,  states, “Learning how to stay standing in the midst of staying unsure and uncertain that is the foundation of courage.” And as these courageous students move forward into their chosen career paths, the skills learned during this time will serve them well.  So let’s give these students a round of applause and an elbow or fist bump to reassure them that they are not alone. We are here for them as advisors and mentors to help them on their path, although a little different right now, as successful as possible, to become the next generation of creative thought leaders our country will need.

It’s graduation time again! Many proud parents will be watching their high school senior walk across the stage to receive their high school diploma. It is predicted that 1 in 5 of those students has learning disabilities* and 1 in 6 with ADHD*.

NEWSFLASH! Learning disabilities and ADHD do not disappear after graduation from high school.

A recent report from the 2017 NCLD, The State of LD shows that:

• 41% of students with learning disabilities will complete college compared to 52% of their peers without learning disabilities.
• 24% informed their college they have a learning disability.
• 7% did not inform their college even though they still considered themselves to have a learning disability.
• 69% did not inform their college because they no longer considered themselves to have a learning disability.

For the student who is college bound, would the success rate increase if more students informed their college they needed help and used the accommodations they are eligible for?

I believe it would and I have seen it happen first hand.   Students will struggle to the point of failing if they deny themselves the opportunity to succeed by not self-advocating for themselves and using services such as tutoring, note takers, digital textbooks or the option of working with a learning specialist.

Also, many factors that are not academic get in the way of success. Organizational skills and independent living skills are tested beyond the maturity of the student and can hijack the experience for both the student and parent. However, once they consistently start using the services available to them, grades and self-confidence increase as well.

It is imperative that we deliberatively teach our students these skills prior to leaving for college. But if the student is showing that they are not ready there are options.

• Enrolling students in a gap year program focused on helping the student learn more about themselves and independent living skills can be beneficial.
• Enrolling in a summer program focusing on the transition process before going to college can also be beneficial.
• Attending a local community college and working a part-time job may also provide the year of maturity that they may need.

Remember that after graduation the support of the school, IEP and teachers are gone. No second chances on tests, no projects turned in late for a grade. If a student stays home after graduation to attend community college, parents have to play a larger role in guiding their student when these supports are no longer offered. A typical Disability Support Services Office at college doesn’t normally offer personalized service. They will help to put the accommodations in place but then the student is left on their own to navigate the system. In that case, I suggest hiring a learning specialist to guide the student in acquiring the self-advocacy and organization skills needed to succeed on their own.  Some colleges offer Comprehensive Learning Support which also can provide the personalized support.

High school graduation is a major accomplishment and I congratulate all the graduating seniors and their parents. It is an exciting time. Launch Pad Consulting Group can assist with all aspects of helping your student embark on the next journey of their life after high school. Contact us and we will walk through it together.

Sources: The State of LD, National Center for Learning Disabilities (2017)

Source: National Longitudinal Transition Study-2, The Post-High School Outcomes of Young Adults With Disabilities Up to 8 Years After Leaving High School (2011)

Family enjoy in sunset together.

As a parent there are decisions that I wish I could have made, would have done or should have done.

There are definitely decisions and choices in life that we look back on and wish we had done differently. If only I had tried that therapy, changed schools or did more research. But if we hadn’t made that decision then we wouldn’t have learned from that experience that led to the current outcome. Who knows if that outcome is the decision I should have made in the first place which created a more resilient son helping him learn how to deal with rejection later in life.

It is inevitable that our children will grow up to become adults. And for the most part be independent enough to live on their own. I know some of us have a hard time letting go because we have done so much for our children and we are afraid they can’t do it on their own. It is difficult to watch our kids fail. But don’t think of failure as falling down but failing up. Our job as parents is to lead them on a path towards being responsible and independent. The decisions we might regret are all part of the learning experience for you and your child.

To help support me on my journey I turned to the Learning Disabilities Association of Georgia, a state affiliate of the Learning Disabilities Association of America. I found myself getting more involved, meeting other parents in my situation and connecting with professionals. I then got more involved in the LDA and now serve on the board of directors where I have been privileged to meet other parents going through similar journeys and professionals who have guided some of my decisions. Most of all I have made lifelong friends.

So the next time you start thinking, “I could’ve, would’ve, should’ve..”, think back to what you learned from that situation and move forward with confidence. Seek out others to guide you when you have questions and know you are doing the best job possible given each situation.