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College Accommodations for Language Disorders

Ages 18 - 24 Years

After a young person with a heart defect (CHD) graduates from high school, they no longer are protected by the Individuals with Disabilities Education Act (IDEA), and Special Education services end. However, they still have a right not to face discrimination because of their disability. At colleges and universities, students with disabilities can receive accommodations to give them equal access. Keep reading to learn about college language accommodations.

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How do college students get accommodations?

In order to receive accommodations for a disability, college students must register with their school's disability office.

They should register with the disability office right after they are admitted to the school. Usually, the application form is available on the website, and must be submitted to the disability office, not the admissions office. Students need to provide documents to prove they have a disability that could reduce their access to the college curriculum.

After students register with their disability office, they usually meet in person with the disability office staff. During this interview, the student and the disability office staff work together to decide if the student is eligible for accommodations, and which accommodations they need.

Then, the disability officer creates a list of accommodations, and the student's professors will be notified that the student has been approved for accommodations. The professors do not a copy of the actual list of accommodations or any information about the disability. The student can supply this information to professors if they would like to do so.

What are accommodations for language challenges?

When a student struggles with language, possible college or university accommodations could include:

  • extended time for exams

  • a notetaker

  • access to audiobooks

  • use of speech-recognition software

  • access to screen reading software

  • permission to record classes

  • reduced course load

  • alternate format for some assignments or exams

Choosing a college

Colleges and universities vary greatly in the level of disability services they offer. Families and students should visit with the disability office of each college they are considering, and disability services may want to factor into their decision making.

Accommodations are intended to provide all students with equal access to college learning, regardless of their disability. They can remove barriers, and allow students to succeed to their level of ability.

This content was reviewed by an educator at Boston Children’s Hospital.

Developmental care is best when it is local. Families local to Boston can receive care from the Cardiac Neurodevelopmental Program (CNP). Families from other regions can use the link below to find their local care team.

Ascherman, L. I., & Shaftel, J. (2017). Facilitating transition from high school and special education to adult life: focus on youth with learning disorders, attention-deficit/hyperactivity disorder, and speech/language impairments. Child and Adolescent Psychiatric Clinics, 26(2), 311-327.https://www.childpsych.theclinics.com/article/S1056-4993(16)30122-5/abstract
Del Tufo, S. N., & Earle, F. S. (2020). Skill profiles of college students with a history of developmental language disorder and developmental dyslexia. Journal of Learning Disabilities, 53(3), 228-240.https://journals.sagepub.com/doi/abs/10.1177/0022219420904348?casa_token=99vq8LELVbUAAAAA:yPzFvUpWBnxuL99iqxWidpAQzHl12APCbRvP0bwBR67qMmi8g-WMxvk6jhPCte2hyDEbJtvzBdE
Ganschow, L., Philips, L., & Schneider, E. (2001). Closing the gap: Accommodating students with language learning disabilities in college. Topics in Language Disorders, 21(2), 17-37.https://journals.lww.com/topicsinlanguagedisorders/abstract/2001/02000/Closing_the_Gap__Accommodating_Students_with.5.aspx
Hatfield, S. M., Sizemore, E. R., & Subramanian, A. (2023). Preliminary Analysis of Student Accommodations at Higher Education Institutions in the Midwest with Communication Disorders Programs. Teaching and Learning in Communication Sciences & Disorders, 7(3), 5.https://ir.library.illinoisstate.edu/tlcsd/vol7/iss3/5/
Lindstrom, J. H. (2007). Determining appropriate accommodations for postsecondary students with reading and written expression disorders. Learning Disabilities Research & Practice, 22(4), 229-236.https://journals.sagepub.com/doi/abs/10.1111/j.1540-5826.2007.00251.x
https://journals.sagepub.com/doi/abs/10.1111/j.1540-5826.2007.00251.xhttps://www.frontiersin.org/articles/10.3389/feduc.2022.1014693/full

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