Navigating Your Education with Learning Differences
By Desiree Leader
Staff Writer
In the American Public Education system, students with learning differences or disabilities may be able to obtain accommodations to acquire an appropriate public education. In many instances, that comes through an Individualized Education Program (IEP), which makes accommodations to help the students reach their educational goals. Although IEP’s aren’t done at the college level, that doesn’t mean that there isn’t support available for students. Those in need of services can contact the Disability Services office to see if they qualify for a 504 which makes accommodations for students who have a hard time accessing education.
According to Hailey Walker, the Disabilities Counselor at Mount Wachusett Community College, “Understanding the differences between high school and college accommodations is crucial”. She goes on to explain that “In high school, the Individuals with Disabilities Education Act (IDEA) governs support, focusing on ensuring success through tailored services. In college, accommodations are provided under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, which focus on ensuring access, not necessarily success.”
Students graduating from high school with an IEP should “Reach out to the Office of Disability Services early and provide as much information as possible about the accommodations and support you received in high school,” according to Walker. She admits that “Transitioning from high school to college can be challenging due to differences in structure and expectations, but our office is here to support you.”
Maiki Coggins, a second semester art major, had a 504 while in high school. Although they didn’t have accommodations for their first semester at Mount Wachusett Community College, they had professors who “went above and beyond for me.” Their accommodations this semester have been very helpful – especially being able to take walks or go outside when they need a break. Coggins feels that the school is making education accessible, although it took them a while to get past the hurdle of knowing how communication worked in terms of relating information to professors.
An Allied Health Major who wished to remain anonymous explains that she had a 504 plan in High School, and after bouncing around a couple of colleges, landed at MWCC. “So far, I think The Mount has been pretty great!” Some of her accommodations include: extra time for testing, taking tests in a separate room, and being able to record her lectures. One thing that didn’t transfer from high school was being able to use notecards for formatting math equations, but she explains that she doesn’t really miss them. She also stated that there are “Some things that can’t be done in a private room, like drawing blood.” This student commends her professors and says that they have been very accommodating. She also suggests that when students first meet with the Department of Special Services, “It would be helpful to know what accommodations are available.”
Nursing major Helen Aviv, who was diagnosed with ADHD after high school, agrees that the professors have been “incredibly supportive” but “you have to do the legwork.” She feels that accommodations can be important because “Not everyone learns the same way.”
Mindy LeBlanc, the Transition Coordinator for the Caps Collaborative Transition Program, has a different perspective as a mother. Her daughter, who has had an IEP since Kindergarten, was a dual enrollment student at the college several years ago. “I was super proud of how well she did.” She was given an accommodation plan, which included having her books in audio format, and extended time for tests. Her daughter also learned how to advocate for herself. “The Mount has a beautiful bridge to teach students how to be in the driver’s seat of their accommodations and their education, as well.”
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