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You might start to suspect you have a learning difference when you notice that certain things in college feel harder for you than they seemed in high school. Maybe in high school, you had teachers who reminded you about deadlines, structured your day for you, or even gave you extra time without you needing to ask. But now, with college’s heavier workload and all the independence that comes with it, those challenges can feel way more overwhelming. Maybe you’re struggling to keep up with reading assignments, stay organized, or remember what was covered in lectures, even though you’re working really hard. If this sounds familiar, you might find yourself wondering if there’s something more going on, and that’s a really valid place to start.
From there, deciding what to do next can depend on your situation. San Juan College has Accessibility Services for students who have a diagnosis. For students who wish to explore diagnosis, several therapists and counselors in the area and online can help you. But if diagnostics feel out of reach right now, that doesn’t mean you’re stuck. You can start experimenting with ways to work around the things that trip you up. Maybe it’s using apps for organization, breaking tasks into smaller chunks, or finding study strategies that fit how your brain works. Connecting with other students who’ve been through it can help, too. You don’t have to have a formal diagnosis to figure out what works for you and take steps to succeed.
Design and Deliver
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Universal Design for Learning (UDL) is the best way to teach all students effectively and break down barriers to learning--but how can busy teachers get started with UDL right now? Find the answers in the second edition of this bestselling, teacher-trusted primer, created by internationally recognized UDL expert Loui Lord Nelson.
Reach Everyone, Teach Everyone
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Advocates for the rights of people with disabilities have worked hard to make universal design in the built environment "just part of what we do." We no longer see curb cuts, for instance, as accommodations for people with disabilities, but perceive their usefulness every time we ride our bikes or push our strollers through crosswalks. This is also a perfect model for Universal Design for Learning (UDL), a framework grounded in the neuroscience of why, what, and how people learn. Tobin and Behling show that, although it is often associated with students with disabilities, UDL can be profitably broadened toward a larger ease-of-use and general diversity framework. Captioned instructional videos, for example, benefit learners with hearing impairments but also the student who worries about waking her young children at night or those studying on a noisy team bus. Reach Everyone, Teach Everyone is aimed at faculty members, faculty-service staff, disability support providers, student-service staff, campus leaders, and graduate students who want to strengthen the engagement, interaction, and performance of all college students. It includes resources for readers who want to become UDL experts and advocates: real-world case studies, active-learning techniques, UDL coaching skills, micro- and macro-level UDL-adoption guidance, and use-them-now resources.