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APRIL 2022 TOPIC: What to Look For When Considering Colleges for Students on the Spectrum
Oksana Hagerty, Ph.D.
Educational & Developmental Psychologist Photo Courtesy: Beacon College |
OUR EXPERT:
Oksana Hagerty, Ph.D., is an educational and developmental psychologist who serves as a learning specialist and the director of the Center for Student Success at Beacon College in Leesburg, Florida. Beacon College is a nonprofit liberal arts school and America’s first accredited baccalaureate institution dedicated to educating neurodiverse students with learning disabilities, ADHD, dyslexia, and other learning differences. Oksana specializes in academic support, cognitive abilities, learning disability interventions, and educational and developmental psychology. Prior to Beacon, Hagerty served as an education program consultant to University Advisors International, Inc., an investment and consulting firm that provides counsel to higher-education institutions, NGOs, and corporations on four continents. Oksana received her doctorate in educational and developmental psychology from Kharkiv National University in Ukraine. For 12 years, she served as an associate professor at Luhansk Taras Shevchenko National University in Ukraine, teaching a variety of practical, methodological, and theoretical courses in developmental and educational psychology. Her columns and articles have appeared on ADDitude Magazine, District Administration Magazine, and Momoandme.com. She has been quoted by National Geographic Kids, Ivanhoe Broadcast News, Los Angeles Times, Self, Bustle, The Orlando Sentinel, Reuters Health/M.D./Alert, U.S. News & World Report, Reader's Digest, Cosmopolitan, Redbook, and many other publications. |
"Is it wise to encourage community college and continuing to live at home as an alternative to living away at school from the start? Students on the spectrum have a hard time with change." ~ Donna (FL)
Dear Donna,
I recommend employing a “choose your battles” approach. If the ultimate goal is living independently, then it is important to move in this direction; however, this movement should not interfere with academic goals and should be as seamless as possible.
Therefore, you may want to start small. Choices might include: living at home during the first semester and transitioning to campus for the second; staying on campus five days a week and traveling home for the weekend; getting a single room rather than shared room; or selecting a smaller dorm community, etc. It is important that the student knows (a) what the goal is; (b) when it is to be achieved; and (c) what steps will be taken to reach that goal. A parent or guardian might say, “It is important for you to live on campus independently by your second semester. I am willing to take you home for the weekend or pay for a single room during your first semester”.
Be proactive. If you think that the student will struggle, move with caution - you do not want to pull the student out of the dorm as a result of a problem, which will result in trauma.
"I’m specifically concerned about residential life challenges. What are some signs a parent should look for that show her child is ready for a roommate and dorm life? Are there situations that allow for an easier transition?" ~ Katherine (CA)
Dear Katherine,
Any pre-college program that requires living away from home can be a good indicator of whether the student is ready. Other useful endeavors are family vacations, sleepovers, having friends/family members in the house, etc. It is important to “normalize” the feeling of discomfort (“It is okay to feel the way you feel”) and show that it is temporary and should go away after a while (“We will start small and will move forward only when you are ready.”).
Another important aspect is self-awareness. Make a list of what the student absolutely needs in order to separate those needs from what the student/family wants. Set clear and realistic expectations. Make it easier for the student to feel success by avoiding situations when residential life becomes a “never enough” moving target. Help the staff find a better match.
If parents have doubts about residential life services, these should be discussed directly with the school. Do not share your concerns in front of the student, especially in an emotional way (e.g. in a conversation with a friend, which the student can hear).
"What should parents look for in 'support services' departments?" ~ Angie (SC)
Dear Angie,
Look for a proactive rather than reactive approach. Is there residential or student life programming that helps students engage socially? Availability of “anchors”: Is there a clear organizational structure that indicates who the student can talk to if he/she has a question or needs help? Spaces and places: Are there areas on campus where students can spend time with friends? Are there areas where students can be left alone if they need to decompress? Can the student “name” them and easily access them?
"Do you have any tips or a list of online resources that help students on the spectrum with organizational skills? Many on the spectrum struggle with time management and scheduling and are used to having advocates check up on them." ~ Anonymous (OH)
Dear Anonymous,
For many colleges, including those for students with learning and attention issues, attendance is a baseline expectation. Nobody will knock on the door each day of the semester to pull the student out of the bed and bring him/her to class – it is just not sustainable. If the parents/caregivers have to do this in high school and the skill/habit of getting up on time does not stick, this should be a reason for concern. Questions to ask: Can the medication that he/she is taking disrupt sleep? Is his/her daily routine unhealthy? Does the student see the value in doing schoolwork?
While you still have the time before transitioning to college, please do look into the possible causes of problem behaviors. One of the most common challenges are those with sleeping. Is he/she going to bed too late due to staying up watching YouTube or playing video games? Is he/she waking up late due to sleeping through the alarm clock? It is important to identify the unproductive elements of the daily routine and address them as early as possible. While it may or may not be successful, it will lay the foundation for self-awareness, which will then lead to self-regulation – the only tangible way to achieve adult outcomes.
Another important dimension of organization is the organization of materials. Is the backpack used for transportation or as a storage? If it is used as storage, it needs to be cleaned of any unnecessary items. Does the student regularly lose keys? Very often students lose items that have no designated place – try using the “a place for everything, everything is in place” mantra and identify exactly where items like keys, backpacks or a driving license will be stored. Is study space available? Is it organized with a designated place for everything? The organization of the study space is of outmost importance because of a “10-second rule”: If you cannot find what you are looking for in 10 seconds, you lose your focus.
Last but not least: Do not try to fix everything right away. Identify one or two most needed changes and work on them for at least a month. Do not get upset if it takes longer. Remember that learning and attention issues do affect how quickly skills and habits are acquired, so just keep moving. There is no royal road to organization. Any change will require effort and accountability.
Dear Donna,
I recommend employing a “choose your battles” approach. If the ultimate goal is living independently, then it is important to move in this direction; however, this movement should not interfere with academic goals and should be as seamless as possible.
Therefore, you may want to start small. Choices might include: living at home during the first semester and transitioning to campus for the second; staying on campus five days a week and traveling home for the weekend; getting a single room rather than shared room; or selecting a smaller dorm community, etc. It is important that the student knows (a) what the goal is; (b) when it is to be achieved; and (c) what steps will be taken to reach that goal. A parent or guardian might say, “It is important for you to live on campus independently by your second semester. I am willing to take you home for the weekend or pay for a single room during your first semester”.
Be proactive. If you think that the student will struggle, move with caution - you do not want to pull the student out of the dorm as a result of a problem, which will result in trauma.
"I’m specifically concerned about residential life challenges. What are some signs a parent should look for that show her child is ready for a roommate and dorm life? Are there situations that allow for an easier transition?" ~ Katherine (CA)
Dear Katherine,
Any pre-college program that requires living away from home can be a good indicator of whether the student is ready. Other useful endeavors are family vacations, sleepovers, having friends/family members in the house, etc. It is important to “normalize” the feeling of discomfort (“It is okay to feel the way you feel”) and show that it is temporary and should go away after a while (“We will start small and will move forward only when you are ready.”).
Another important aspect is self-awareness. Make a list of what the student absolutely needs in order to separate those needs from what the student/family wants. Set clear and realistic expectations. Make it easier for the student to feel success by avoiding situations when residential life becomes a “never enough” moving target. Help the staff find a better match.
If parents have doubts about residential life services, these should be discussed directly with the school. Do not share your concerns in front of the student, especially in an emotional way (e.g. in a conversation with a friend, which the student can hear).
"What should parents look for in 'support services' departments?" ~ Angie (SC)
Dear Angie,
Look for a proactive rather than reactive approach. Is there residential or student life programming that helps students engage socially? Availability of “anchors”: Is there a clear organizational structure that indicates who the student can talk to if he/she has a question or needs help? Spaces and places: Are there areas on campus where students can spend time with friends? Are there areas where students can be left alone if they need to decompress? Can the student “name” them and easily access them?
"Do you have any tips or a list of online resources that help students on the spectrum with organizational skills? Many on the spectrum struggle with time management and scheduling and are used to having advocates check up on them." ~ Anonymous (OH)
Dear Anonymous,
For many colleges, including those for students with learning and attention issues, attendance is a baseline expectation. Nobody will knock on the door each day of the semester to pull the student out of the bed and bring him/her to class – it is just not sustainable. If the parents/caregivers have to do this in high school and the skill/habit of getting up on time does not stick, this should be a reason for concern. Questions to ask: Can the medication that he/she is taking disrupt sleep? Is his/her daily routine unhealthy? Does the student see the value in doing schoolwork?
While you still have the time before transitioning to college, please do look into the possible causes of problem behaviors. One of the most common challenges are those with sleeping. Is he/she going to bed too late due to staying up watching YouTube or playing video games? Is he/she waking up late due to sleeping through the alarm clock? It is important to identify the unproductive elements of the daily routine and address them as early as possible. While it may or may not be successful, it will lay the foundation for self-awareness, which will then lead to self-regulation – the only tangible way to achieve adult outcomes.
Another important dimension of organization is the organization of materials. Is the backpack used for transportation or as a storage? If it is used as storage, it needs to be cleaned of any unnecessary items. Does the student regularly lose keys? Very often students lose items that have no designated place – try using the “a place for everything, everything is in place” mantra and identify exactly where items like keys, backpacks or a driving license will be stored. Is study space available? Is it organized with a designated place for everything? The organization of the study space is of outmost importance because of a “10-second rule”: If you cannot find what you are looking for in 10 seconds, you lose your focus.
Last but not least: Do not try to fix everything right away. Identify one or two most needed changes and work on them for at least a month. Do not get upset if it takes longer. Remember that learning and attention issues do affect how quickly skills and habits are acquired, so just keep moving. There is no royal road to organization. Any change will require effort and accountability.
