Newly estimated from the US Census Bureau indicates that individuals with BAs will earn about $ 600,000 more over their life than those who do not have a primary education. This estimate was cited by former Minister of Education, Richard W. Riley, in his statement before the Congress during the authorization of the Higher Education Act of 1965. He noted:
More than ever, education is falling between those who will succeed in the new economy, and those who will remain. Todays job requires more competence and education in addition to high school education, and available post-secondary education is crucial for individuals as well as our nations economy and democracy.
After secondary education
The development of students with disability for two and four years continues to increase, with some estimates from 9.3 percent to as high as 17 percent. Despite this increase, people with disabilities are still less likely to perform post-graduate education compared with people without disabilities.
Although the divide of high school ends between individuals with and without disabilities, this trend is not the case in higher education. In fact, the implementation of some college education has decreased from 30 percent to 26 percent from 1986 to 2001. To earn a college degree has fallen over the same period from 19 percent to 12 percent.
To contribute to the lack of endurance and retention of students with disabilities is the question of adapting to a whole new set of challenges in managing their academic program. Such a student will now be one of potentially hundreds of students seeking services through an office for disability support services on campus. They are responsible for requesting support and services, providing documentation to receive these accommodations and interacting with the faculty to carry out their support.
Adapting to a college family presents challenges for all students. For students with disabilities, responsibility for managing their homes, together with their academic courses, presents a set of challenges unique to these students. Often students with disabilities enter college unprepared to disclose their disabilities, or they lack understanding of how to access services on campus. Students with disabilities must self-identify to the university to request housing and support. Students decide for various reasons not to reveal themselves. Some students are anxious for a new beginning in an educational environment by not having to handle labeling. Others decide to wait to reveal until they experience academic problems. In too many cases, disabled people are made aware that they do not belong in advanced education because they need to identify themselves for specific services. As a result, students can choose not to disclose their disabilities to the university to avoid being noticed. This decision may prove to be a students destiny.
There is also the question of the facultys attitudes. Although it seems difficult to acknowledge that professional teachers may be ignorant of the nature of learning difficulties this actually occurs. A student who is unfortunate enough to have a professor as such can be made to feel self-conscious and unwelcome in that class. At a critical point, when these students need the most support and encouragement, a professor who is not fit to LD can seriously undermine a student
s self-esteem, which allows an already tentative person to ask for college really is the right decision.
Given the inherent risks of college for students with learning disabilities, it is meaningful for them to increase their chances of success by learning as much as possible about the post-secondary system prior to the transition. Awareness about the pros and cons of disclosure can help students make an informed decision rather than an emotional one. Ability to veterinary colleges based on the services they actually offer, and not what you read in a directory or website, can play an important role in potential success. Knowing in advance how many courses you can handle satisfactorily and how much support you need to put the students up for success from get-go. To have a student learn that self-proponents and practice in high school prepares him for his responsibility at college. Understanding the academic, organizational and time-consuming requirements of college clearly helps the student to prepare both practical and mental, as well as being aware of the potential pitfalls.