College Student Success Enhancement: Prospering in University Life with Executive Function Assistance
Transitioning to College: Navigating the New Landscape for Neurodivergent Learners
The journey from high school to college is an exciting, yet complex, step for any student. However, for neurodivergent learners, this transition can present unique challenges.
This shift in environment brings greater independence, increased demands on executive functioning (EF) skills, and a new legal landscape. While K-12 schools offer a range of supports under the Individuals with Disabilities Education Act (IDEA), higher education operates under Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). These laws focus on ensuring equal access and accommodations rather than guaranteeing academic success.
In K-12 settings, neurodivergent students typically receive individualized instruction, dedicated special education services, and a team approach involving parents, teachers, and specialists. Schools actively identify and manage these supports. In contrast, college students must self-disclose their disability, advocate for accommodations, and coordinate directly with professors and disability services offices to receive support.
The emphasis is on access to learning rather than modifying coursework or curriculum, and there is less direct intervention by the institution that ensures success. However, every higher education institution that receives federal funding has a center or office for students who are neurodivergent, which can be contacted for support in getting accommodations.
Building a strong support network is crucial for all learners navigating this shift in responsibility. This network can include friends, professionals, advisors, campus services, mental health professionals, coaches, and colleagues. Neurodivergent learners may find it particularly beneficial to seek out executive function coaching, which can help manage the challenges of planning, working memory, organization, and emotional regulation.
Difficulties with executive functioning skills like time management, organization, and planning are common during the transition to college, and building a strong support system is key. Many college institutions embed daily living skills into campus life to help with the transition to independent living, including managing personal finances, scheduling appointments, and household chores.
Navigating newfound independence also includes managing daily living tasks like grocery shopping, meal planning, and hygiene. The academic demands in college increase compared to high school, requiring organization, time management, and the ability to balance multiple responsibilities.
It's important to note that neurodivergent learners are protected by federal civil rights laws that ensure equal access to college programs, services, and campus life. The Americans with Disabilities Act (ADA), passed in 1990, prohibits discrimination based on a student's disability and ensures legal protections in higher education. Section 504 of the Rehabilitation Act of 1973 also offers similar protections.
In summary, the transition to college presents unique challenges for neurodivergent learners. While K-12 support focuses on individualized, proactive intervention aiming at educational success, higher education support centers on access and accommodation, requiring self-advocacy and independence. Building a strong support network and seeking out resources like executive function coaching can help neurodivergent learners navigate these challenges successfully.
- To succeed in college, neurodivergent learners might benefit from executive function coaching, which can help enhance time management, organization, and planning skills that are crucial for daily life and academic success.
- College campuses often incorporate daily living skills into their student life to aid in the transition to independent living, teaching essential skills like personal finance management, appointment scheduling, and household chores.
- Equal access to college programs, services, and campus life is guaranteed for neurodivergent learners under federal civil rights laws, such as the Americans with Disabilities Act (ADA) of 1990 and Section 504 of the Rehabilitation Act of 1973, ensuring equal opportunities for learning, personal growth, and career development in higher education.
