3 Levels of Support for Neurodiverse Students at College

co-authored by Miranda Melcher, Ph.D.

Generally, colleges have three levels of support, although the names given to these levels vary. Obviously, within each level there is a continuum of services; however, there are some specific distinctions that separate these levels, and it is helpful to understand them when working with neurodiverse students with learning disabilities (LDs). Brown (2013) summarizes them as follows:

1. Most Structured and Comprehensive

• Staff specifically trained to work with students with LDs.
• Special orientation programs, usually a week or two before school starts with an assigned case manager
• Assistance with advocacy and academic monitoring and counseling
• Some curriculum modifications offered if this is supported by a student’s documentation.
• Professional subject area tutors rather than student tutors as they may be better equipped to help students with LDs, given their special needs

The latter can be especially important for students who don’t always recognize that they are in academic difficulty. For example, a student might have a difficult time distinguishing between essential and unimportant details. They might have written an essay that was lengthy and contained a great deal of specific, factual information. However, their essay may not have addressed the issues the professor wanted them to focus on, and it may have been poorly organized. If they were in a structured/comprehensive program, they would have a special advisor assigned to them who would check regularly with all of their professors to see how they were doing. This closer monitoring can allow quick course corrections as needed.

Many of these programs also have a separate admission process. For example, a student may be asked to apply simultaneously to the college’s admission office and to the program. There are also a handful of colleges that have comprehensive, fee-based academic support programs that offer frequent, one-on-one support for students with social-emotional and/or executive functioning challenges. These programs typically cost between $1500 and $3000 per semester and are staffed by professionals who meet regularly with students and help them plan their coursework and stay on top of their academics. These supports are usually available throughout the student’s entire academic career, though they may not be needed by a student throughout all of their college years (Brown, C., 2013).

These programs are excellent options for students who need and want this type of support, especially during that all-important first year of college.

2. Coordinated Services

This middle level of services is available at a large number of colleges and universities, including most public institutions. These programs usually have a learning disabilities specialist, at least part time, who assists students in coordinating their academic accommodations and needed services.

These services often include:

• Instruction on learning strategies
• Counseling/advising
• Tutoring
• Assistance with advocacy

As is also true with the structured/comprehensive support programs, coordinated services programs always have a designated center on campus for students with disabilities in addition to the academic support center, which is available to all students. Students, however, are not part of a structured program; they will need to be in charge of requesting services and accommodations on an as-needed basis. When students self-identify and provide documentation (at a meeting) to a staff member of the LD support program, there is usually a collaborative approach to determining what accommodations the student is eligible to receive. The staff member writes a letter on the center’s letterhead, outlining these accommodations. Usually, they include:

• Extended time on tests in a distraction-free setting
• A note-taker
• Editorial services on papers and essay exams
• Preferential seating, etc.

Students can then make copies of this letter to give to each professor. The documentation is kept confidential in the disabled-student services office, and professors need only comply with what is delineated in the letter. The professor can then, for example, send the student’s exam to the support center so the student can have extra time in a distraction-free setting. The professor can make sure the student has a seat in the front row or can facilitate finding a notetaker.

For this system to work for students, they must be able to explain the following to the service provider:

• What they need and why they need it
• How it has enabled them to be successful in the past
• What they have tried that doesn’t work as well as what does work

3. Basic Services

These programs provide the minimum support necessary to comply with the law. Usually, they provide accommodations but not services. There may not be a separate support center for students with disabilities. Students must still provide documentation of their disability to receive accommodations, and a staff member may provide a letter to be given to each professor.

Research the Options

It is important that students find out how the disabilities program works and what accommodations will be provided before making the decision to attend a college that does not have a separate LD support program. (Additional information can be found in our previous post.)

However, if a student is bright, has been mainstreamed in high school, has a good understanding of their learning disability that they can articulate to others, and is a good self-advocate, a college with a basic services program can work (Helmus, 2009).

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Identifying the Right Match

• Structured programs work best for students who need close monitoring and higher levels of support.
• Coordinated programs work best for students who want to be “mainstreamed” but know they will need support.
• Basic service programs work best for the highly motivated, independent self-advocators.

Miranda Melcher, Ph.D., is an expert on neurodiverse inclusive education and co-authors the book NVLD and Developmental Visual-Spatial Disorder in Children.