CollegeWebLD is a comprehensive online resource for information about the disability support services at over 500 U.S. colleges and universities. It includes a College Success Profile tool for users to follow in the college planning process for students who learn differently.
CollegeWebLD is focused on colleges that have the types of support needed by students who learn differently. While we are continually adding new colleges to our database, we are first publishing those that we believe have the level of support that would best serve these students. CollegeWebLD's prime purpose is to help the user identify the colleges that will be a good fit, not to find out if a student can fit into a specific college.
CollegeWebLD is for use by high school counselors, college counselors, transition coordinators, educational consultants, prospective students and parents, or anyone who needs to have a better understanding of the process of choosing colleges for students with learning differences.
CollegeWebLD provides the user with information and tools to conduct a successful college search for a student who learns differently. By using the College Success Profile tool, the user will identify individual learning styles and personality traits, best types of learning environments, preferences in college setting and location, and many other factors that go into finding the right school. Once you know what you are looking for, CWLD allows you to view, search, and compare colleges and learn about the disability support services they offer.
It is never too early to start planning ahead for college. If you are visiting our site and searching for information about college planning for students with learning differences, you are probably ready to start now.
Just as finding the right college is based on individual needs, so is determining the right plan. If after taking a “test drive” you feel like you need more than the basic information provided, then moving to the Personal Plan might be the right decision for you. If you want even more of a hands-on approach, you can contact us to customize an individualized plan for you. If you are a school system, private school, or large consulting practice, please contact us for customized group pricing, based on your needs.
On the free site you can take our CollegeWebLD Success Survey, which will provide you with a personalized CollegeWebLD Success Profile, indicating an individual set of guidelines for your college search. You will then be able to research colleges and obtain a list of those colleges that match your profile. The free site also introduces you to information on topics related to the college search process for students who learn differently. The Personal Plan provides much more detailed information, including Judy’s personal narrative about each college’s level of support and a rating scale for four major categories of learning differences: Language-based LD, ADHD/Executive Functioning Disorder, Autism Spectrum Disorder (including Asperger’s), and Social Communication Disorder.
From our homepage, click on the “Get Started” button, and take our CollegeWebLD Success Survey. Once you receive your CollegeWebLD Success Profile, you will be able to save your profile and begin your search.
Yes, we encourage you to contact us with any problems or concerns. You can reach us by emailing us directly at email@example.com or via the Contact Us page on the website.
How do I set up my account?
How do I reset my password?
How do I change my password?
How do I change my email?
No, documentation is not used in an admissions decision. If the documentation arrives at the Admissions Office, it will be forwarded to the Director of Disability Services or may be destroyed. Unless a student is applying to a comprehensive program that requires the submission of documentation to the program, students should wait until after acceptance to submit documentation to Disability Services.
No, students should not allow themselves to be defined by their disability. It is only one part of who they are. There are many wonderful attributes and experiences that students have to share. They should write their essay about something that expresses their personality or interests. Address the learning disability, if warranted, in a clear and concise letter of explanation, as described above.
Despite what has been floating around the Internet, there is no advantage in the admissions process to someone who discloses a disability. Colleges do not see this as a type of diversity. There is no such thing as “promoting” a disability. Students should not use their learning disability as an excuse to gain any advantage in the admissions process, but instead, should discuss it in its proper context; namely, the impact the learning disability has had on the student’s overall academic performance.
No, there is no indication on the SAT or ACT to show that they were taken under nonstandard conditions. This "flagging" was removed in the fall of 2003 from both the SAT and ACT.
Your first step is to check with the student's school counselor in 9th grade. Let the counselor know that you are planning to request accommodations. You should request SAT accommodations at the beginning of the school year in which the student is taking his/her first AP course or SAT II (Achievement test), It is also important to know that the student's current testing must be within 5 years for the SAT and within 3 years for the ACT when you apply for the accommodations. Once the accommodations are approved, they will remain in effect throughout high school, so do not hesitate to apply in the student's sophomore year if warranted.
Absolutely! It is a common misconception that if a student visits the Learning Center, the Admissions Office will know that the student has a learning disability. There is no hotline from the Disabilities Office to Admissions. These are two different departments and, in the majority of colleges, there is little interaction between the two. Students with and without learning disabilities may want to see the Academic Support Center to learn about tutoring or supplemental instruction. They should visit the Writing Center, Math Center, and any other place on campus that provides learning support to students. Students with learning disabilities definitely need to check out the disability services and the learning center when they visit campus. In addition to learning about the level and quality of the learning support, students need to decide if the learning center feels like a comfortable place to go for assistance, if the people seem warm and inviting, and if the building is centrally located. This will help students determine if the college should be on their list or should be eliminated before submitting an application.
Test-optional means that neither the SAT nor the ACT is required. It is important to understand that just because a college is test-optional, it doesn’t mean it is “worth a try,” unless the school is still a good match. For example, let's say that Sean, a high school junior, has a 3.4 academic unweighted GPA and his ACT score is a 20. Sean should still look for colleges where his 3.4 GPA is no lower than the 25th percentile of accepted students and where the average ACT score is 22 – 26. If he applies to a test-optional college that has a mid 50th percentile of 26 – 28, he might be accepted, but will he be successful there? Remember, the goal is to find a college where your student can be successful and graduate; the goal is not just to “get in.” You can check which colleges are test-optional by viewing the list at www.fairtest.org
Colleges that look at a student holistically look at many aspects of the student’s profile. These colleges do not focus solely on GPA and standardized tests. Although these play an important role in Admissions, you want to apply to colleges that will see who you are aside from these two factors. You likely have strengths in other areas such as art, music, athletics, community service, or theater, to name a few. This is something you can include with your application, even if it is not what you want to study as a major in college.
What are college support services?
What documentation do I need for my child to receive accommodations in college?
Will colleges accept an IEP or 504 plan?
Don’t all colleges offer the same accommodations?
What is a neuropsychological report?
What is the difference between neuropsychological and psychoeducational testing?