After you’ve received your college acceptance, guess what? Now, you actually have to Go. To. College.

Stay in college long enough to graduate.

Students with disabilities are enrolling in college after high school in ever increasing numbers. One out of ten freshmen have reported having a disability and the majority of these students are those with non-visible disabilities such as learning disability (LD), ADHD or emotional disturbance.

Here’s the question the transition experts are asking themselves, what can be done for these students to remain in college and eventually graduate from college?

Self-determination is the answer.

Make a plan to reach the finish line.

Self-determination plays a central role for successful college transition for students with LD.

A self-determined student has the skills and knowledge to set a goal. Not only that, this person actually believes they can make that goal happen.

A growing body of research points to the relationship between self-determined behavior and academic achievement. The better you can set goals, make a plan  and adjust your plan, the greater your success in college. Higher levels of self-determination in students with LD resulted in higher grades.

How do students learn self-determination?

Studies show that students who work with an academic coach increase their self-determined behavior. They become more adept at identifying authentic goals and coming up with a workable plan. Most of all, students who work with an academic coach are able to make adjustments to their study plans  to reflect the unexpected curve balls that life throws at you.

Would you like to get in the driver’s seat of this car called Going to College? Would you like to figure out how to reach your goals successfully? Contact  me at ruth@ruthbomar.com  

Shaw, S., Madaus, J., & Dukes, L. (2010). Preparing students with disabilities for college success: A practical guide to transition planning. Baltimore, MD; Brookes Publishing Co.

Field, S., Parker, D., Sawilowsky, S., & Rolands, L. (2013). Assessing the impact of ADHD coaching services on university students' learning skill, self-regulation, and well-being. Journal of Postsecondary Education and Disability, 26(1), 67-81.