Community Colleges and the Dangers of Student Loan Debt

Paying for College Without Using Student Loans

What Ways Can I Manage My Money As a College Student?

College Campus Life - Extracurricular Activities and Student Services Offer More Than Academics

Why a College-Bound Student Should Apply to at Least 10 Colleges

1. Your student's chances of getting in are improved. The chances are good of getting into some college, but your choice of a right-fit college must consider these critical elements: location, costs, major, costs, size, costs, academics, and costs. The more right-fit colleges you apply to, the better your chances of getting accepted.

2. More financial aid is available. By contrast imagine a student who applies to 5 colleges: at best the student gets maybe 2 decent offers, each of which will be different. That means you only have 2 buckets of money (read: discounts) to pick from. On the other hand, if you have 4 buckets to pick from, that's doubling your buckets which makes your choice more attractive and easier.

3. You're in control. College marketing strategies are very good at making you think they are in control. The fewer colleges you apply to means the more control you have given to the application process; the more colleges you apply to means the more control you have: you have a far greater variety of options that you don't have with fewer colleges.

4. Take an offensive posture. No, I don't mean that you ought to be nasty, but to take the attitude that you don't need any one particular college as the be-all and end-all; that's a dangerous approach to selecting colleges. Just as you don't need any one particular college to meet life's challenges and survive, having ten to choose from makes the choosing of a college on your terms, not on someone else's. This is taking real ownership of the process, something admission people love to see in an applicant.

5. Reduce your stress. This is the ultimate emotional objective, isn't it? Your student may not have to do more paperwork: with the popularity of the Common App, your student can apply to many schools with only one application.

6. You're in the driver's seat. Contrary to what you continue to hear, despite the rising cost of college, it's always a buyer's market when you INCREASE the amount of your college applications. Applying to only 4 or 5 colleges can prove to be a very expensive exercise because you're limiting your choices. Consider your choice of colleges like you would a choice of cars on a dealer's parking lot. There are many makes and models to choose from, and in the case of colleges, you have the pick of 4,000 colleges.

Instead of the "Less is more" formula, go for "More is more."

Colleges loathe the fact that you're reading this. They'll claim that I'm adding to the problem of college admissions - making it harder to get admitted because so many more applications are being submitted. Cold fact for me to live with: there aren't a lot of people reading this. At least not yet. The fact is...colleges don't like the increased work load, and besides, for what they are gouging you for in costs, do you really care what these colleges think?

Paul Lloyd Hemphill is the web's Video College Coach, and he specializes in designing, marketing, packaging and selling a student to a college by using the very same techniques colleges use to design, market, package ans sell their services to unsuspecting students. Visit his website: http://www.videocollegecoach.com

College Student Success Secrets - Orientation, Maximizing and Leveraging the Experience

When I attended law school orientation day, it helped me become familiar with the college and faculty. This is something in the past I did not do whenever I attended colleges and Universities. I wish I would have, because knowledge is power. Knowing in advance the kind of college and the attitude of the administration toward college students is extremely important.

Here are some college student success secrets I tell university students throughout the world whenever I speak at orientation welcome week and college kickoffs.

1. Take your mentor, a trusted teacher, or parent along with you.

The wisdom and experience of years is priceless. Not to mention associating with such a person immediately gains you the respect of college administrators who handle you differently and speak to you professionally.

Furthermore having a trusted mentor of parent by your side will help lessen anxiety and help whenever you need to ask hard questions. Some you may forget to ask, but they can present some key and crucial points for you to consider at orientation.

No life transition is easy, particularly the one from high-school to college. Therefore don't tackle this alone. Having somebody with you, even if just a respectable friend, will provide comfort and strength to you emotionally. If your parent can take time off from work to attend, this will later lessen you having to answer all of their many questions once you begin school.

2. Take as many entrance and placement exams that you can to become self-aware as a college student.

Self-awareness is a lifelong discovery process. The more exams you take, the more able you will be to gauge your strengths and weaknesses.

The ACT and SAT are just two college entrance exams that help colleges determine your scholastic aptitude and academic ability. Placement exams such as the CLEP also enable you to determine and identify what classes are appropriate and most suitable for you to begin as an entering freshman at college.

Prematurely taking a college class before you are academically ready and prepared for it could be disastrous, cost you unnecessary money, and damage your GPA. Save yourself the pain and heartache by accurately gauging your ability beforehand and becoming self-aware as to your academic ability before haphazardly enrolling in classes.

3. Be friendly, curious, humble, and network whenever possible.

Meet and greet as many people as you can. Express a genuine curiosity in others and take an interest in those around you. By doing so, you will learn more and be able to process the college experience and grasp the essentials for college success.

College student success requires you interact with others and learn from upper level, more established students who know the ropes and ways of your college. For example, you will want to know where the cafeteria and gym are. Finding classes may require you to step out and ask for help periodically. Getting the resources you need at the library will also demand you be friendly, courteous, and ask for help.

4. Develop meaningful friendships among college students who can assist you in your own academic progress and professional development. Depending upon your major, join a college association or organization for like minded students.

Once you pinpoint your passion and know which direction you are moving academically and professionally, it will be far easier to identify the appropriate and ideal student association with which to align yourself. Greek life is also useful to make friends for fun and feel a part of something larger than yourself.

The greatest thing you can do however is look for organizations that are wholeheartedly pursuing your interests and objectives. Once aligned with them, you can jump right in and become a part of a meaningful group on track to where you want to go.

5. Cultivate student advisors and professors to guide and mentor you.

Whenever possible, draw near and talk to student advisors and professors seeking their advice and guidance on issues of importance to your academic success. Student advisors don't have mixed motives (as sometimes older students associated with an organization or association might) and it is their job to direct and advise you.

Therefore take advantage of the resource and don't be afraid to ask questions whenever you need to know something.

6. Take a walk around the campus and become familiar with all of the nuances and peculiarities.

Each campus has its own protocol, policies, and procedures. As you spend time walking around, interacting, and observing the way things are done on your campus, you will quickly learn the ins and outs.

When you attend a college as a student, the campus becomes your home away from home. Therefore make sure you feel comfortable with your college and university before you proceed. If for any reason you feel uneasy, troubled, or disturbed about something on campus, quickly address and get these issues resolved before proceeding academically.

7. Get acquainted with the professors teaching your classes and review the syllabus well before classes begin.

By personally meeting and talking with your future professors, you get a feel for their personality and possible teaching style. When I did this once at a community college, I was shocked to observe a professor with whom I was to begin a course yelling and complaining about her computer. I immediately knew I wanted to withdraw from this professor's course (since I wasn't overly thrilled with the technology involved in the course and her level of impatience, which would not serve me well as a student).

Seek out older students who have taken classes with various professors also who can give you some helpful feedback about their teaching styles, coursework assigned, and class requirements. This will enable you to find and choose a professor that best matches your learning style.

8. Go to the college financial aid website and office to complete any application forms available for college funding and scholarships.

Complete every form available to get financial assistance. College is not cheap and you are going to need thousands of dollars to live on and cover the expense of your tuition. Think and plan ahead pertaining to the financing of your education.

Get your tax records in order and ready to submit whenever applying for financial aid. Ask your parents for their annual tax statements, when necessary, to apply for financial aid and various scholarships.

9. Be proactive in all things financial and beware of signing up for any free credit cards on camps when vendors offer you something.

Most of these credit cards are at high interest rates and can wreck your credit. Beware of vendors (especially mobile phone and credit card vendors) seeking to prey on you, get you to sign contracts, and obtain your social security number and financial information.

10. Always stay focused and healthy throughout your college experience.

Live strong and be strong. Eat well and exercise regularly. Don't abuse your body partying. You can celebrate after you finish college and land a good paying job. Stay focused, have fun, but don't forget why you have come to college.

Invite worldwide speaker and life-changing author Paul F. Davis to speak to your college students about success secrets and breakthrough leadership!
info@PaulFDavis.com
http://www.PaulFDavis.com
407-967-7553

Paul is an exceptional & frequently requested speaker for college student success, leadership, orientations & to kickoff college events. Paul's 17 life-changing books have landed him celebrity guest appearances on Fox News Radio, Investor's Business Daily, and 3 times on Oprah & Friends. After a 45 minute interview on Playboy Radio, Afternoon Advice host Tiffany Granath calls Paul an awesome relational coach and recommends his books on love, dating & sexuality. Paul's academic success & leadership secrets for college students are unparalleled and greatly empowering. Paul builds bridges cross-culturally, cultivating diversity awareness, while empowering college students to discover their destiny and live their dreams.

A master in NLP & life coaching; Paul's humorous, fun, playful and transformative messages graciously challenge college students to ask themselves hard questions and be their personal best. As a former high-school senior class English and ESOL teacher, Paul understands the challenges facing incoming college students. Moreover Paul personally knows what transfer students go through as he himself attended a community college where he graduated with a 3.8 GPA before entering UCF, where he graduated Cum Laude. As a worldwide professional speaker who has touched more than 50 countries and 6 continents, Paul greatly appeals to international students throughout the world. Paul worked at Ground Zero during 9/11; helped rebuild a home at the tsunami epicenter; comforted victims of genocide in Rwanda; spoke to leaders in East Timor during the war; inspired students & monks in Myanmar; promoted peace & reconciliation in Pakistan & has been deep into Africa where villagers had never seen a white man. Paul empowers people to love passionately, work together globally and live their dreams fearlessly.

http://www.PaulFDavis.com

College Student Success Secrets - Leadership to Develop Greatness, Ensure Success & Live Your Dreams

College student success and leadership has always been a topic that deeply resonates with college activities and career coordinators. After all, what use is college if it cannot propel and further college students' success thereafter?

College and academia should never be the octopus that tries to entangle or engulf students, nor the pushy parent that tries to direct them to take (or require) unrelated career curriculum in which they are not interested in pursuing.

To truly revolutionize a college campus and impact college students some important components are vital whenever you bring in a keynote speaker to impact your students.

Undoubtedly, orientation and welcome week are high-energy kickoffs in which you need an outstanding speaker who is able to immediately connect with and communicate to your students.

An exceptional speaker innately and intuitively knows how to do this by nature, as such will flow naturally for any skillful orator with a powerful presence. Upon connecting with and captivating the audience, the keynote speaker should deliver compelling and transformative content. Hype alone will not suffice, nor sustain the interest of college students. Remember college students are clever and can see through phony people who are not congruent, nor one with their message.

Never in a million years did I anticipate being a worldwide professional speaker, but by reason of my travels to over 50 countries and 6 continents, I frequently was invited to speak at various academic institutions, colleges, and universities. Initially, I was overseas serving in a humanitarian capacity, primarily working in war-torn and third world nations.

Because people liked me, I often got asked to speak at organization and governmental meetings, along with some churches and religious gatherings. Humorously, I was even asked a few times to speak to groups at a birthday parties in Indonesia. This was a bit awkward at first, until I realized how earnest and desirous everybody was to hear me.

Most of all, I would say I enjoy speaking to college students because they are in a place in their life where they truly desire personal growth. Their hearts and minds are open to valuable input, powerful impartation, and personal transformation.

Particularly, college student orientations and welcome week kickoffs serendipitously proved to be the ideal fit for me. Because I was a former high school teacher, I experientially know the challenges students face entering and transitioning into college.

I taught English and ESOL (English to students of other languages) to 11th and 12th grade high school students. Therefore I understand the challenges high school students face entering college and the magnitude of the transition involved.

My own years attending community college, awakened me academically as I went from being a B student in high-school to becoming an A student in college. My intellectual curiosity moved me to pursue new bodies of knowledge with a ferocious zeal and passion. I particularly found economics, marketing, communications, and law to be most fascinating.

I attended Valencia Community College (VCC), where I achieved great success as a student, making the dean's list and graduating with a 3.8 GPA. I distinguished myself as a student at VCC, after which I entered UCF and continued making high marks earning Cum Laude at graduation.

In retrospect when I look back on those days spent studying at college, I see specific and tangible action steps I took to propel my personal success. One thing I have yet to mention is I completed my college education in 3 years. Because I had such an intense passion to travel the world, I wanted to graduate as quickly as possible. I therefore took a full load of 15 courses two summers back to back, while during the fall and winter semester taking 18 and 24 hours respectively (which I only could do with a dean's override and approval). This resulted in me graduating with a Bachelors degree, Cum Laude, at the age of 20.

Thereafter I embarked upon my world travels and real education, which books could never have taught me. Nevertheless academic success is something I personally mastered and excelled at. Yet the academic experience was not something I deliberately pursued, but rather by reason of survival discovered.

When I moved from Orlando to a nearby suburb called Clermont, when I began living with my father and step-mom, I was doubly uncomfortable as I entered middle school. While living with my grandparents in elementary school, I completed all homework within a matter of minutes before going out to play during the afternoon following school.

This quick approach to homework didn't cut it in middle school, which I soon found out when I brought home a D on my progress report in my science class. My father immediately with belt in hand applied some stern pressure to my backside to increase understanding up above that I was to do better in school.

Yet never did my father, step-mother, or grandparents sit down with me and teach me how to properly study to excel academically. Ironically, I hear the same story from many high-school and college students throughout the world.

Why is it parents, schools, and colleges punish for poor academic performance but never teach students proper study habits, techniques, and strategies to excel academically?

Well, that million dollar question has been the platform for my speaking career to college students throughout the world.

Empowering students to ace the academic experience is my passion and personal pleasure. I take great joy in taking students who were shunned in high-school and making champions out of them. It is wonderful and a great honor to transform students others wrote off and looked down upon, after which they return to their home town and display their successes before the eyes of the naysayers who didn't believe in them.

Believing in college students and helping them become that which they most desire to be is my greatest pleasure and passion. I guess you could call me a dream-maker of sorts.

Know assuredly A+ success is obtainable. You never again need to be intimidated by books, college classes, or college professors who ask intellectually probing questions.

Let your confidence arise and as you do, your competence will follow and catch up. Never be intimidated by what you don't know or don't understand. Harness your mental capacities and strength to transcend intimidation and embrace motivation.

Let your emotional juices move you to turn intimidation to unquenchable motivation as you cultivate the winner within to arise and conquer what in the past academically has done you in! Now, it is time for you to arise and conquer every class and curriculum that can pave a pathway of success for you to your most desirable future.

Invite worldwide speaker and life-changing author Paul F. Davis to speak to your college students about success secrets and breakthrough leadership!
info@PaulFDavis.com
http://www.PaulFDavis.com
407-967-7553

Paul is an exceptional and frequently requested speaker for college student success, leadership, orientations, and to kickoff college events.

Paul's 17 life-changing books have landed him celebrity guest appearances on Fox News Radio, Investor's Business Daily, and 3 times on Oprah & Friends.

After a 45 minute interview on Playboy Radio, Afternoon Advice host Tiffany Granath calls Paul an awesome relational coach and recommends his books on love, dating, and sexuality.

Paul's academic success & leadership secrets for college students are unparalleled and greatly empowering. Paul builds bridges cross-culturally, cultivating diversity awareness, while empowering college students to discover their destiny and live their dreams.

A master in NLP & life coaching; Paul's humorous, fun, playful and transformative messages graciously challenge college students to ask themselves hard questions & be their personal best.

As a former high-school senior class English teacher, Paul understands the challenges facing incoming college students. Paul personally knows what transfer students go through as he himself attended a community college where he graduated with a 3.8 GPA before entering UCF, where he graduated Cum Laude. As a worldwide professional speaker who has touched more than 55 countries & 6 continents, Paul greatly appeals to international students throughout the world.

Paul worked at Ground Zero in NYC during 9/11; helped rebuild a home at the tsunami epicenter; comforted victims of genocide in Rwanda; spoke to leaders in East Timor during the war; inspired students & monks in Myanmar; promoted peace & reconciliation in Pakistan; and has been deep into Africa where villagers had never before seen a white man.

Paul empowers people to love passionately, work together globally & live their dreams fearlessly.

http://www.PaulFDavis.com

College and the Autistic Student

Autism, a neurological-based developmental disability, affects an estimated one in 166 people, according to a 2004 study by the Centers for Disease Control Prevention. Both children and adults with Autism typically show difficulties in verbal and nonverbal communication, social interactions and leisure or play activities, according to the Autism Society of America. Autism affects individuals differently and to varying degrees.

Experts agree on the following advice upon detection of Autism:

1. Seek immediate treatment for your child.

2. If possible, find someone to work with the child at least 20 hours a week, i.e. a therapist, teacher, parent, grandparent or someone from your church or group. Look for progress after one month.

3. Do not allow the child to sit and watch TV all day. Get them engaged and play as many games as possible that require taking turns.

4. New parents learning they have an autistic child must recognize immediately that they cannot do it all by themselves. They should immediately contact Autism societies or chapters to find resources, join support groups and talk with other families about their experiences.

5. Help the child to develop their areas of strength, particularly among high-functioning students with Asperger's Syndrome (a neurobiological condition characterized by normal intelligence and language development with deficiencies in social and communication skills), and get them job experiences during high school.

Marshall University in Huntington, West Virginia is one of the few colleges in the US that has a special program in their Autism Training Center, which works with Autism spectrum disorders like Aspergers. Although many colleges have counselors and staff familiar with Autism, only Marshall has a program tailored specifically for autistic students. The program serves three of the university's 16,360 students and may eventually accommodate 10; it will remain small by choice.

"The goal is not for all students with Autism to attend Marshall, but for the program to become a model for other colleges," says Barbara Becker-Cottrill, the Center's director. "The true goal is for students to have the ability to attend the university of their choice. Our work will be working with other universities on how to establish a program such as this on their own campuses."

Kim Ramsey, the Marshall program's director, had this to say, "The problem is, social and daily living issues are interfering."

This is not to be confused with a special education program. Like all students, they must meet and maintain the university's academic standards. The Center offers tutoring, counseling, a quiet space to take exams, and help in the navigation of the bureaucracy and social world of college, i.e. how to schedule classes, join clubs, buy books and replace ATM cards that don't work.

In a recent issue of the bimonthly, Asperger's Digest, Lars Perner, an assistant professor of marketing at San Diego State University who has Asperger's Syndrome, said, "How many college students have forms of Autism is impossible to determine as many go undiagnosed or are simply perceived as a little bit strange. The exact cause is unknown, although both genetics and environmental factors are suspected of playing a role. Some of these students might be able to get into college because of fairly strong academic credentials and a reasonable academic showing. That may not mean they will be able to stay in college." Perner is also the author of a college selection guide.

Sadly, most autistic students either drop out or don't even apply to college because they have difficulty with such tasks as doing all the paperwork, time management, taking notes and sitting for exams. Stephen Shore, who is finishing his doctoral degree in special education at Boston University and has been diagnosed with atypical development with strong autistic tendencies, said, "More programs like Marshall's were needed. I think they would do much better and there would be a much higher rate of success if this type of program were available elsewhere." However, as researchers learn more about Autism and public school services for Autism improve, more autistic students will graduate from high school and be academically, socially and emotionally prepared for college.

College Selection - Your Number One Priority

The following must be considered, but only after the family has visited the campus and is convinced their student will be able to "survive" at that school:

1. Accommodations: If proper accommodations are not made available to the student, then it would be futile to attend that particular college.

2. Curriculum: Ideally, there will be enough areas of interest for the student.

3. Setting: Urban or rural, close to home or far away, and a large or small student body are all issues that must be factored in.

4. Cost: Last but not least; like the 5th C when searching for that perfect diamond - is the cost. Paying for college is actually the easy part, because no matter what, you can borrow the money! And never lose sight of the fact that all the financial aid in the world is useless without that coveted admission ticket!

Some other criteria that should be particularly important for autistic students include:

1. A highly structured academic program

2. A second-to-none disabilities services program (or its equivalent)

3. A willingness to be flexible

4. Support for individual needs and a centralized counseling center

Experience with Autism is helpful, but the most important characteristics of the disabilities services program and counseling center are the commitment to providing individualized support and a willingness to learn about each student's disability and needs. Because of the learning differences of students with high functioning Autism/Asperger's Syndrome, they often benefit from tutoring, organizational and personal support services.

Sometimes, a smaller school is easier for students who learn better in a smaller and quieter environment. For students who will find the degree of independence and organization required for living at college to be intimidating, it can be helpful to live at home for the first year or two of college, and gradually make the transition to more independent living. Some colleges offer cooperative education programs, in which students alternate between taking academic courses and working in related jobs. Such programs have the ability to help students explore potential careers and develop essential work skills.

Academic Assistance and Accommodations

In college, students are given the responsibility of advocating for themselves. They can receive support from the disabilities services program or not, but they will have to be able to make many decisions for themselves.

In many colleges, the disabilities services program will write a letter to relevant professors indicating that a student has a disability and may need special accommodations. This letter might be the student's responsibility to give to the professor, or it might be sent out to each professor. In either case, it is then likely to be the student's responsibility to follow up with the professor and request specific help.

Many students will need coaching and support in order to do this. Some counselors may be willing and able to help, others will not. In many instances, it will be necessary and helpful to have a tutor. The disabilities service center will usually be able to assist with the required services.

Academic accommodations have been helpful as well as necessary for some students with Asperger's High Functioning Autism because they need a little longer to process information and organize responses. This can mean that they will take a little longer in responding to questions in class and should receive the required extra time on quizzes, tests and exams. Due to difficulties in processing and screening sensory information, a distraction-free environment may be important for ongoing studying and for taking exams.

Seating is often important in lecture halls. Sitting at or close to the front and sometimes in the center of the row, can make it easier to hear and understand. Some students find it easier to sit near the front but in an aisle seat, so that they have a bit more room to spread out and are less likely to be bumped.

Seating is sometimes on a first-come, first served basis daily, or for the entire semester. If this is the case, students should get to their first class early, or try to make preparations in advance. Some professors prefer assigned seating for the entire semester. In that case, students may need to talk to the professor in order to arrange for their special seating needs.

Some professors include class participation as a component of the grade and require recitals in front of the class and/or working together as part of a group. Such class requirements can be challenging for students with difficulties in oral communication or working together with others. In anticipation of this, students should be advised to talk to the professor about their disability early in the semester in order to attain special accommodations, if necessary, and the support and understanding of the professor which is always necessary.

Getting Organized

Most students with Autism spectrum disorders need clear, systematic organizational strategies for academic work and most likely for all other aspects of daily living. Calendars, checklists and other visual strategies for organizing activities should be developed with the student.

Course Selection

Many students with Asperger's/High Functioning Autism will excel in courses that draw on factual memory and/or visual perceptual skills. An intuitive counselor or advisor can help guide the student to a curriculum that will capitalize on his or her strengths and interests.

The most difficult and challenging courses are those that require abstract verbal reasoning, flexible problem solving, extensive writing, or social reasoning. Such courses may be valuable to take, but could require extra time and support.

In her book, Pretending to be Normal, Liane Willey, an adult with Asperger's Syndrome, recommends taking courses in communication and psychology in order to improve social understanding and skills. "It is often wise," she advises, "to audit a course if it would take a long time to master the material."

A somewhat relaxed class load is often the best course of action, especially during the freshman year when everything is new. For some students, a reduced course load can help keep the stress levels more manageable.

A related issue is that many students with Autism need extra time for thinking about problems and for completing work. This means they will need more time than most students for reading and doing assignments. This should be taken into account in planning a student's course load so they will not be overwhelmed, which could have adverse consequences.

Social Groups and Activities

For some students, living on their own may be overwhelming as they often need more support than most freshmen for making social connections. All campuses have organized social groups and activities. Most students with high functioning Autism/Asperger's will enjoy participating in some of these, but will need guidance with finding the right groups and introductions.

Always consider the student's strengths and interests when looking for groups and activities. It might be beneficial to have someone, perhaps an older student, a mentor or advisor point out groups that would be of interest and help with the initial steps of becoming a participant. It may also be possible to mobilize other resources through Student Services, residence advisors and service organizations on campus.

Dorm Life

For many students with high functioning Autism, it is preferable to have a single room. This will provide a sanctuary where they can control their environment, focus on their work and daily activities without distraction, and not be forced to engage in social interaction all the time. Having a roommate can be highly stressful, and most experts agree that to be without one initially is the best choice. However, it is strongly recommended to have a mentor nearby.

When the student is in agreement, it can be helpful to inform the residence staff of their disability and the areas in which support may be needed. It is best if the student can discuss their disability with peers. It can also be helpful to meet with other students in adjacent rooms to discuss why their behavior may appear to be odd at times.

The Daily 9-5

It will prove most helpful to identify the likely pitfalls and provide the student with written guidelines and checklists in addition to advance preparation and training. The following are various aspects of daily life on the average college campus.

1. Meal plans and their rules; where to eat at non-meal times

2. Laundry

3. Spending money; budgeting

4. Using a campus ID and/or charge card

5. Dorm rules

6. Handling fire drills at any hour, especially in the middle of the night

7. Using communal bathrooms

8. Transportation

9. Campus maps

10. Locating security personnel

11. Finding rest rooms

12. Using an alarm clock

13. Campus mail, e-mail and instant messaging usage

14. Library hours and how to get help from a librarian, and for that matter, anyone else

15. Lecture hall procedures

16. Learning about and participating in dorm activities

17. Student health services

18. Medical, non-medical emergencies and non-emergency procedures

19. First aid and how to take care of oneself during a minor illness (including how to get liquids and food when they're under the weather)

20. Finding time for physical exercise is important for many, not only for health reasons but also to help with stress management.

Plan Far In Advance

Thinking about these issues years in advance is necessary; doing something about it is mandatory! As part of the Individualized Education Plan process, each student should have a transition plan to learn the skills necessary for college. Many important skills that will facilitate success in college can be taught and practiced at home and while the student is still in high school. It is important that the student understand what his or her learning needs are, and the types of accommodations that will be helpful.

In college, students will probably find it helpful to talk to advisors and professors about these issues. This will be easier to do when it has been practiced in the more supportive environment of the home and the high school. At home, high school students should be learning and practicing daily living and independence skills so they will be able to be successful in college...

For further information about Autism and to view country artist Mark Leland's emotionally charged video, "Missing Pieces," a song for Autism, please visit Frinkfest.com [http://www.frinkfest.com], and the following:

The PARIS database contains details of all colleges known to The National Autistic Society that cater for students with autistic spectrum disorders. It is available at http://www.info.Autism.org.uk and is updated regularly. If you require further information please contact the NAS Information Centre.

Tel: + 44 (0)20 7903 3599 or 0845 070 4004.

http://www.about-disability.com/disability-aids/college-financial-aid-disabled-student-99.html College financial aid for disabled students.

A Few Resources

There are brief discussions of college-related topics in Liane Willey's book, Pretending to be Normal, and in A Parent's Guide to Asperger Syndrome & High-Functioning Autism, by Sally Ozonoff, Geraldine Dawson, and James McPartland.

Aquamarine Blue 5: Personal Stories of College Students with Autism, edited by Dawn Prince-Hughes, has 12 essays and an appendix of tips. A recent addition is Succeeding in College with Asperger Syndrome: A Student Guide, by John Harpur, Maria Lawlor, and Michael Fitzgerald.

Eric Clearinghouse on Disabilities and Gifted Education, One of their many useful articles, ERIC EC Digest #E620, is "Selecting a College for Students with Learning Disabilities or Attention Deficit Hyperactivity Disorder (ADHD)."

A web site from the United Kingdom, University Students with Autism and Asperger's Syndrome, has many helpful links and some interesting articles by university students with Autism spectrum disorders.

North Carolina State University has a useful guide on transitioning from high school to college on their web site. Edmonds Community College and the University of Washington Autism Center.

Experts On The Subject

Dr. Ami Klin, http://www.info.med.yale.edu/chldstdy/Autism/staff.html

Dr. Klin is the Harris Associate Professor of Child Psychology and Psychiatry at the Yale Child Study Center, Yale University School of Medicine, and Yale - New Haven Hospital, New Haven, CT. He obtained his Ph.D. from the University of London, and completed post-doctoral fellowships in developmental psychopathology at the Yale Child Study Center. He coordinates psychological evaluations at the Yale Child Study Center Developmental Disabilities Clinic, and the diagnostic, neuropsychological, and social cognitive assessments of three large, federally-funded program projects focused on behavioral and neurobiological aspects of Autism and related conditions. Dr. Klin is also Chief of Psychology at the Child Study Center.

His research activities focus on psychological and biological mechanisms impacting on socialization, particularly as these mechanisms are expressed in individuals with Autism and related severe social disabilities. These studies include novel techniques such as the new eye-tracking laboratory that allows researchers to see the world through the eyes of individuals with Autism, as well as to measure their patterns of viewing of naturalistic social situations. He is the author of over 80 publications in the field of Autism and related conditions. He is also the co-editor (with Drs. Fred Volkmar and Sara Sparrow) of a textbook on Asperger Syndrome, published by Guilford Press, and the third edition of the Handbook of Autism and Pervasive Disorders.

Carol Gray, http://www.thegraycenter.org

President of the Gray Center, Gray initiated and developed the use of Social Stories with students with autistic spectrum disorders, and has written several articles, resources and chapters on the subject. Gray co-authored the first article describing Social Stories, entitled Social Stories: Improving Responses of Students with Autism with Accurate Social Information, published in Focus on Autistic Behavior in April of 1993. Shortly thereafter, Gray edited the first book of Social Stories, The Original Social Story Book (1993), followed by New Social Stories (1994), which is now under the title, The New Illustrated Social Story Book (revised 2000).

Gray has written several chapters on the topic of Social Stories, including: Teaching Children with Autism to "Read" Social Situations, in Teaching Students with Autism, Methods to Enhance Learning, Communication, and Socialization, a text edited by Dr. Kathy Quill (1995, Delmar Publishers Inc.); Social Assistance, in Higher Functioning Adolescents and Young Adults with Autism, edited by Dr. Ann Fullerton (1996, Pro Ed Inc.); and Social Stories and Comic Strip Conversations, in Asperger Syndrome or High Functioning Autism? a text in the Current Issues in Autism series, edited by Dr. Eric Schopler, Dr. Gary Mesibov, and Dr. Linda Kunce (1998, Plenum Press).

Most recently, Gray has edited My Social Stories Book, a collection of Social Stories specifically written for young children. In addition, Gray has extensively researched the topic of bullying. Gray's Guide to Bullying looks at bullying as it relates to people with ASD (The Morning News, winter 2000, spring 2001 & summer 2001). She has also worked on a curriculum to teach students how to avoid violence.

Gray has developed a variety of other resources addressing additional topics related to the education of children and adults with autistic spectrum disorders. She is the author of What's Next? Educating Students for Success in the Community (1992), Taming the Recess Jungle (1993), and Comic Strip Conversations: Colorful, Illustrated Interactions with Students with Autism and Related Disorders (1994). She is also the editor of The Jenison Autism Journal (formerly The Morning News), an international newsletter that shares information among those working on behalf of individuals with autistic spectrum disorders. Gray is the recipient of the 1995 Barbara Lipinski Award for her international contribution to the education of children with autistic spectrum disorders.

Stephen Shore, http://www.Autismasperger.net

Diagnosed with "Atypical Development with strong autistic tendencies" Stephen Shore was viewed as "too sick" to be treated on an outpatient basis and recommended for institutionalization. Nonverbal until four, and with much help from his parents, teachers and others, Stephen Shore completed his doctoral degree in special education at Boston University with a focus on helping people on the Autism spectrum develop their capacities to the fullest extent possible.

In addition to working with children and talking about life of the Autism spectrum, Stephen presents and consults internationally on adult issues pertinent to education, relationships, employment, advocacy, and disclosure as discussed in his book Beyond the Wall: Personal Experiences with Autism and Asperger Syndrome and numerous articles. He also serves on the board of the Autism Society of America, as board president of the Asperger's Association of New England and is on the Board of Directors for Unlocking Autism, the Autism Services Association of MA and the Asperger Syndrome Coalition of the US.

Reecy Aresty has been a financial advisor since 1977, and is founder and president of College Assistance, Inc., located in Boca Raton, Florida. He is the author of "How To Pay For College Without Going Broke," an invaluable, critically acclaimed, parent/student manual, (updated from its previous edition, "Getting Into College And Paying for It!"). Arguably the most revealing book ever written on college admissions and financial aid, it is also the only book of its kind available in Spanish. For the past 28 years, Reecy has helped thousands of families send their kids to the college of their choice for less than they ever dreamed possible. For more information on admissions & financial aid, and to checkout the best college book on the market today, please visit: Paylessforcollege.com

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Which College Should Your Student Attend?

As you and your children research, investigate and visit colleges that may be of interest, you will find that each college has a different look, feel and appeal. Some you will like. Others you won't. That's all part of the process for narrowing the field.

To help ensure that you and your children make clearly focused decisions, you can use the information that follows to rank your choices. Some of you may want to use a five point scale to rate each college on items 4 - 11. In that way, parents and students can more easily compare colleges on individual items and total scores. You can even add items, if that would be helpful. However, the first three items on this list should be fully discussed and agreed upon long before you begin to look at colleges.

1. Evaluate Your Financial Position - How many children do you have? How much money can you afford for each child's college education? Is the student able and willing to obtain a part-time job? What is the likelihood that your student will receive a significant amount of grant and merit scholarship money? Is the student willing to take on one or more student loans? As parents, are you willing to take on one or more loans to help pay for college?

2. Consider Cost Reduction Alternatives - Since money is a concern for most parents, students should consider community colleges and lower cost four year colleges. However, be sure to check out the ratings and reputations of those colleges. It pays to attend a college that has a good reputation. Then, if you obtain good grades, you may be able to transfer to a higher ranked, four year college. Don't ignore the savings that can be gained by attending a local college and living at home. Does the student need a car? Should the student attend college on a part-time, pay as you go basis? Explore the alternatives to determine which one is best for you.

3. Rate Your Student's High School Performance - Be honest. What is the quality of the high school your child has attended? The best colleges will take this into consideration. Carefully evaluate your student's high school performance, including the following: academic achievement, leadership roles, participation and performance in school activities, community involvement and service, part-time work, critical life experiences, obstacles that were overcome and outstanding achievements. In what areas has your student been recognized by others for having achieved excellence? What is the likelihood that your student will excel in college?

4. Financial Aid - First, you should be interested in Grants and Scholarships, not loans. How

much money is each college willing to offer your child? Is there enough difference between the offers to influence the student's college choice? Qualified students should begin to investigate local and national scholarships and grant money early in their junior year of high school. After all possible grants and scholarships have been investigated, look at other options including work-study programs, part-time jobs and loans. Since student loans come in all shapes and sizes, both students and parents should carefully consider each loan option. Obviously, some loans are more repayment friendly than others. Make certain that you fully understand all loan requirements before you commit. Also understand that you may be repaying those college loans for more than twenty years.

5. College Ratings - Most colleges have an international, national, state or local reputation. What are the reputations of the colleges to which your student will be applying? Are any of the colleges known for the field that your student plans to enter? Colleges with a the best reputations can be helpful when it's time to look for a job.

6. Career Services - Does the Career Services office have enough employees to provide personal assistance, classes and training for every student, or do they merely provide information on their web site? Do they provide students with assistance in every aspect of the job search: A Goal, A Plan, Assessment Instruments, Research, Networking, The Resume, Interviewing, References and more? Can they help students with internships, part-time and summer jobs? Can they steer students to alumni who are already working in their field of interest?

7. Job Placement Statistics - Colleges are very clever with the statistics they present. Many colleges state that 95% or more of their students are employed within six months of graduation. However, those numbers don't tell you how many students are working in their field of interest and if they are earning a living wage. Are graduates forced to live at home because they can't afford to live independently and still pay off their college loans? Before selecting a college, students should find out how many employers, in their field of interest, actually come to that campus to recruit students. How many students, in that field, received job offers as the result of campus interviews? What were the titles of the jobs they were offered? How much did they pay? Where were they located? Parents and students have a vested interest in these answers.

8. Campus Safety & Security - Every college has safety and security issues. What are the statistics for the past four years? Ask about Murders, Rapes, Assaults, Stalking, Thefts and Intruders. What prevention measures are in place? With regard to major security events, what is the college's track record and ability to immediately communicate with students about lock downs? How does the college handle Contagious Health Issues - Meningitis, etc.? Are you satisfied with the way each college has handled such problems? Be sure to ask about and investigate dorm security. Talk with current students about these issues.

9. Counseling Services - What counseling services are offered? Which of the counseling services is your student most likely to need? Students often seek counseling for anxiety, depression, eating disorders, drugs, drinking, academic performance and career issues. How comprehensive are these services? How frequently has each service been used by students in past years? What are the success rates?

10. Parent Association - Which colleges have a Parent Association? If they have one, you will be able to talk with other parents about any issues that concern you. Make a judgment whether each college is parent and family friendly. You will find that some are interested in parent opinions, suggestions and involvement, while others are not. Some colleges only want your tuition payments and annual donations.

11. Campus Activities - When students have a special interest, make certain that the colleges under consideration provide the student with an opportunity to participate. Other students may prefer colleges with a broad array of activities, so they can explore their options and test their skills.

As you get down to the four or five colleges that hold the most interest, are appropriate for the student's qualifications and meet your personal financial requirements, the application process can begin. Many students apply a strategy to help ensure acceptance at colleges that fit their needs and wants. They apply to one or two colleges they consider to be a stretch, two or three in which they are confident of acceptance and one or two that they consider to be a slam dunk. This is an excellent strategy to consider, since the competition at high quality, lower cost colleges will always be stiff. Keep in mind that some colleges accept as few as 20% of their applicants.

When parents perform well during this process, they will have helped their children to gather and evaluate important college information, explore the alternatives, focus on the things that will enable students to find success and teach their children how to make sound and informed decisions. However, once the choices are reduced to the two or three most suitable colleges, the final selection should be left to the student.

Visit Bob's web site: http://www.The4Realities.com. Bob Roth is the author of The 4 Realities Of Success During and After College -and- The College Student's Guide To Landing A Great Job.

Bob Roth is the author of The College Student's Guide To Landing A Great Job -and- The 4 Realities Of Success During and After College. He also write articles for more than 175 college career services offices and campus newspapers. Additionally, Bob has developed 15 self-scoring learning tool that help college students find success. http://www.The4Realities.com Bob Roth, a former campus recruiter, is the author of The College Student's Guide To Landing A Great Job -and- The 4 Realities Of Success During and After College.

Known as The "College & Career Success" Coach, Bob also writes articles for more than 200 College Career Services Offices, Campus Newspapers, Parent Associations and Employment Web Sites. Additionally, Bob has developed 20 Self-Scoring Learning Tools that help college students find success. He has been interviewed on numerous radio programs across the country and also by many newspapers, including The Wall Street Journal. Lastly, Bob has served as an Adjunct at Marist College, teaching a course in Career Development. http://www.The4Realities.com