Learning Differences and College Admissions: What to Know

By Rebecca Putter, independent college admissions counselor at Putter Academic & College Experts (PACE)

Before I became a college counselor, I worked as an executive functioning coach, helping students build the systems and skills to be successful in high school, college, career and beyond. Today, over half of the students on my college counseling caseload have diagnosed learning differences, and their families bring the same questions. Should we mention the diagnosis on the application? Will accommodations carry over? Who do we even talk to on campus? Here are the tips I share most often with high school students navigating the college admissions process.

Four Quick Facts About Learning Differences and College Admissions

• A learning difference on its own won’t get a student admitted or rejected from a college.
• Admissions and disability services are separate offices. Sharing a diagnosis with admissions does not sign a student up for accommodations. The student must take that extra step after enrolling.
• Disability services offices keep information confidential so it is up to a student to disclose what they want to share with professors and academic advisors on campus.
• Support varies a lot from school to school. Students should check what each college offers, what documentation it requires, whether there’s a separate application, and whether any programs cost extra. Some programs like Arizona SALT are more comprehensive than others.

Should students disclose on the application?

This is totally optional, and colleges do not require it. However, I do often advise my students on a case-by-case basis to disclose when that disclosure can shed light on things like:

• A downwards trend in grades
• Grades that improved after a diagnosis later in high school
• A missing admission requirement, like a world language
• Repeated school absences

In general, I lean toward sharing, especially when a student has learned what they need, advocated for it, and found a way to succeed. That self-awareness is often a meaningful part of their story, and colleges want to hear it. The Common App’s Additional Information section is a great place to include a short, straightforward story behind the transcript.

After acceptance, register right away

Even students who aren’t sure they’ll need accommodations should register with disability services as soon as they commit. Registering doesn’t obligate them to use anything. It simply means the option is ready when they need it. Waiting until a rough midterm is often too late to meaningfully turn things around.

Talking with professors

Students are responsible for telling each professor about their approved accommodations. They don’t need to explain the diagnosis, only which accommodation the disability office has approved. An email works, but a quick visit during office hours is even better.

Quick answers to common questions

Does an IEP or 504 plan carry over to college?

No. In college, protections come from the ADA and Section 504, which guarantee access rather than an individualized plan. The student must register with disability services and provide documentation.

Will the college build a plan for the student?

Generally, no. Apart from a handful of specialized programs, often with an added fee, college accommodations are driven by the student.

What documentation is needed?

It varies by school. Many ask for a recent evaluation from a qualified professional, so it’s worth checking requirements early, ideally in junior year.

If you work with families who have questions about navigating admissions with (or without) a learning difference, they can reach out for a complimentary consultation at www.rebeccaputter.com.

A note from Just Mind: if your student needs an updated evaluation before applying, our psychologists offer ADHD testing and other psychological assessments at our North Austin office.