Product Description

This guide features comprehensive profiles of LD programs at more than 1,100 two- and four-year colleges in the U.S. and Canada. Program listings are categorized as structured/proactive programs or self-directed/decentralized programs for both two- and four-year schools.

Product Details

• Amazon Sales Rank: #87824 in Books
• Published on: 2006-09-01
• Number of items: 1
• Binding: Paperback
• 560 pages

Customer Reviews

Another edition of lies
As other reviewers have correctly noted, some students with disabilities have not yet gained the maturity to self-advocate for themselves and receipt of their necessary accommodations in college.

College will be a challenge for any student, disability or not, who is not responsible enough to look after and then take care of our own own personal affairs. As a person with a learning disability, who HAS successfully completed her college degrees, I honestly vouch that self-advocacy IS required at any college you are accepted to and enroll at.

In addition to falsely implying that people with disabilities can only enroll at a limited number of campuses, these guides 'forget' that students are legally required to advocate for their accomodations at any college campus they are ultimately accepted to and enroll at.

It has nothing to do with intended major or extra curricular hobbies. The self-advocacy is what ultimately allows us to receive the same accommodations which we need to successfully complete class assignments and then graduate. It also provides us with the accomodations (where also required) for on-campus living/student life...etc. College students MUST understand that their campus is legally covered by a different set of disability laws than had existed in the k-12 environment.

Now, ANY college campus only has to provide 'reasonable accommodation' to a student with disabilities. It is not under any circumstances obligated to retain every one of us wanting to earn a degree no matter how 'nice' or `hard-working' we are. We must instead prove that we can do the `regular' work at a `regular' speed'.

Nor is it required to deal with the concerns of our parents, irrespective of how concerned they are that we be able to complete that desired degree. If they haven't already, the last years of high school are a prime opportunity for a person with disabilities to develop their own self advocacy skills, especially in exercise at our own annual IEP meetings. We need to be the ones ourselves who are meeting with college officials. If we do not advocate for accommodations, nobody else legally can at the college environment. College administrators simply do not have to meet--or listen to parents guardians--even while taking tuition money!

Instead of these books, I strongly recommend "Self-Advocacy Skills for Students With Learning Disabilities: Making It Happen in College and Beyond". Henry B. Reiff explains in depth the points which I have briefly covered above, instead advocating that colleges are picked based on the institutions nationally-recognized academic credentials and your degree focus/intended degree focus so that college education will actually be worth something when you do graduate. Wanting people with disabilities ourselves knowing how to properly perform the college application and enrollment processes which will be expected, his book provides a much more realistic perspective than this so-called guide and similar con-jobs.

Their books are about as helpful as encouraging somebody to narrow down and then pick a college based on 'Is it located on a round earth?'.

"Program" or "Services" ???
If you are considering buying this book then you are likely a parent with a child with a learning disability. I am a parent of a child with a learning disability. I have found that I MUST advocate for my child. Entering College as a Freshman is another life transition. These life transitions can be so very difficult for these students. What makes this book valuable is that the book organizes those schools that have "Structured/Proactive Programs". It lists detailed information such as number of staff supporting the program, number of students enrolled, orientation, diagnostic testing, tutoring, written policies. I did not find this kind of organization or these details on the college internet sites. These "Structured/Proactive Programs" are programs that students with IEPs will need. "Services" will simply not be enough because "Services" require the student to seek them out. Many students with learning disabilities entering college have not yet developed the maturity to be an advocate for themselves. Hence, the need for a "Program". These programs have additional fees indicating that they provide additional services not provided for students without a disability.

LD College Guide Review
I like the format of this book. It's organized by 2 and 4 year colleges that offer structured programs, which require your student to meet on a regular basis with support personnel, and decentralized programs which offer support, but your child must initiate meetings with the support personnel. It provides information on the # students receiving services and the qualifications of support personnel. When looking at colleges, I was initially confused because many colleges have disability/ADD support, but it required some investigating to understand the quality and depth of their programs. If your child needs more support than just editing papers, which most colleges now provide, this book offers insight into the schools that are able to offer more dedicated support.