| Click Here for Frequently Asked Questions (FAQ)
Click Here To View and Print Documentation Guidelines
Click Here To View and Print Separate Testing Approval
The College's program for students with learning disabilities is designed to
provide a structure that fosters academic success. The Access program welcomes
applicants whose school records and documents evidence the skills, intellectual
potential, and commitment necessary to overcoming their learning difficulties.
With accommodations and multifaceted support they will be able to handle the same
curriculum as other qualified applicants to Marymount.
Once accepted into the program, students receive a program plan suited to their
needs, based on a careful examination of their psycho-educational evaluations.
Full-time students sign a contract to regularly attend tutoring provided by
professionals experienced within the field of learning disabilities. In addition
to assisting students in the development of skills and strategies for their
coursework, learning specialists coach participants in the attitudes and behavior
necessary for college success. The program has also sponsored workshops for students
on special topics such as "Overcoming Procrastination" and "Remembering What You
Read." Talks and discussions with the faculty about the nature of learning
disabilities and attention deficit disorder have been met with exceptional
openness and flexibility. Marymount's professors have shown an active interest
in and support of the program. They assist learning specialists in
carefully monitoring students' progress throughout the academic year and arranging
for accommodations.
The program fee, a cost above tuition, includes tutoring
services. counseling/advisement, and priority registration.
Marymount Manhattan College's Program for Academic Access includes a full range
of support services that center on academic and personal growth for students
with learning disabilities. With proper documentation, students not in the full
program are eligible for accommodations only at no charge.
The full, For-Fee Program includes:
- Two hours of individual tutoring weekly with a professional
to reinforce and develop skills and effective study strategies
within content-area subjects. Students who have been admitted
to the full-time program are required to demonstrate commitment
to overcoming learning difficulties through regular attendance
in tutoring.
- Academic advisement/counseling to develop a program plan suited
to individual needs.
- Priority registration in college courses as well as workshops sponsored by the program
- Personal coaching to articulate and work through social and
emotional problems related to learning weaknesses
- Use of technical support such as laptop computers for note-taking
and on-site computers equipped with reading software.
Additional software for skill development is also available
for program participants
- Use of Kurzweil 3000 software at on-site workstation
- Assignment of in-class student note takers as needed
- Accommodations that may include separate and alternative forms of testing,
extended time, use of laptops, tape-recorders and calculators, and assignment of note takers.
Criteria for Admission
Admission to the Program is based on:
- A diagnosis of dyslexia or primary learning disability, or AD/HD
- Intellectual potential within the average to superior range
- Skill levels on achievement testing indicating ability to handle the MMC curriculum with some or all of the following: accommodations, Access support, and/or a reduced course load
- A record which predicts a serious commitment in attitude and work habits to meeting the Program and college academic requirements
Questions about Eligibility for Admission to the Program
If you are not sure your learning, intellectual, and academic profile meet
Program criteria for eligibility, please share these requirements with the
professional who most recently tested and diagnosed you. You may also contact
Jenna Schebell in the Office of Admissions at 212-517-0443. The Access program
will not be able to examine your testing without an application.
How to Apply
There is no separate application form for the Program for Academic Access. Prospective
students are required to submit the following:
- A completed a standard application to the college through the
Office of Admissions with all required transcripts, letters
of recommendations, and test scores.
- A letter signed by the applicant stating the wish to apply through the Access program.
- Whether you are a freshman or transfer student, send the
following to the Director of the Program for Academic
Access by mail at the college address or by fax to the
program fax number
- Results of a recent (within 3 years) complete psycho-educational
evaluation. Evaluations must comply with Documentation
Guidelines for Learning Disability (click to see page).
- A one or two page typed personal statement about
interests and goals for college study and career.
WHEN TO APPLY: While there is no fixed deadline for application,
a limited number of openings are available. Missing documents delay
consideration of an application. Applications without Aptitude Testing
full-scale scores and subscores will not be reviewed. Priority
consideration will be given to those whose completed files have been
received by the second week of January for fall admission, and by the
first week of October for spring admission. Eligible candidates will
be contacted for a personal interview by the acting program director,
Diana Nash.
Costs and Length of Participation
The current program fee is $4,000 per academic year; $2,000 per semester,
above tuition. These costs include tutoring services,
counseling-advisement, and priority registration.
Fees are subject to change and will be updated at the Marymount
Manhattan College website under Program for Academic Access.
Entrants are required to spend a minimum of two consecutive semesters
in the program after which they may leave, provided they are
in good standing at the College and show evidence of academic
independence. Some students elect to continue participation
for part or all of the rest of their college career.
|
Learning How to Manage Free Time
Upon entering college, I found myself faced with excess free time. It was unlike anything I had ever experienced before. Back home, my days were essentially planned out for me; go to school, come home, go to sleep, repeat. However, once I came to Marymount, my days were filled with 2 or 3 classes, and then I had the rest of the day to myself. It would seem easy to accommodate schoolwork into all that time, but I found myself watching movies more than doing much of anything else. Once I entered Access, everything changed. I was guided in creating a schedule that blocked out pretty much every hour of my day. At first glance, I was a bit intimidated. It looked like I wouldn't have time to do anything except study. I learned that this is not the case whatsoever. The schedule is so helpful in helping me keep on track with schoolwork. I also schedule in my recreational time. There are times when I cant follow the schedule completely, but that isn't the point. It isn't made to be rigid and unforgiving. Instead, I think of it as a guardrail against wasting the free time that all college students have to deal with.
Kristen Pesature
Freshman 2005
The Art of Notetaking
Growing up, I could not stand reading, mainly because I could not decode many of the words that were presented to me on the page. With every chapter I was assigned for my high school English classes, I felt more and more oppressed. I would often skip lines, wander off into space, make up words to fit into the text, or even see words that were not there. Even if I decoded words correctly, I had problems understanding and recalling what I read. When I joined the Access program, I was taught many techniques to pull me through those long and grueling nights of reading and studying textbook materials. I was shown how to first survey the headings of a chapter to get a sense of what I was studying, then read to find the details under each heading. After I was finished with observing the object of the lesson, I was shown how to take notes in the margin. After each paragraph I would begin to summarize what made sense to me or didn't make sense to me. Writing down summaries, questions and opinions meant my mind was alert, stimulated and comprehending the text. I was not only able to remember what I read and teach it later to my friends, but I had my own notes in the margins to go back to at later date in preparation for tests or papers.
This is an excellent technique that I will take with me for the rest of my life. Whether for a job, enjoyment or school, it is an important tool. I now find myself reading all the time and as a result of reading more, I am often much more articulate in discussions.
-Robbie Lavine
Junior, 2005
|
|
