When a student with a learning disability in reading is preparing for college, which strategy should the teacher suggest to support a successful transition?

The strategy of discussing self-identification at the college’s office of disability services is crucial for a student with a learning disability in reading as it empowers them to advocate for their own needs in a new educational environment. In a college setting, students are expected to take more initiative in managing their accommodations. Familiarizing the student with the office of disability services helps them understand the resources available to them, such as extra time on tests, access to specialized software, or assistive technology. This proactive approach equips the student with the knowledge needed to seek support and ensures they have access to the services that can aid their academic success.

The other strategies might seem beneficial but do not support the student's autonomy or long-term success as effectively. Avoiding challenging courses limits the student's growth and does not prepare them for the academic rigor of college. Creating a study group is a beneficial practice, but it doesn't specifically address the unique challenges posed by their learning disability. Extensive tutoring before classes start might provide temporary relief, but it does not replace the need for ongoing support and resources in college. Overall, self-identification and leveraging available resources is a foundational step for a successful transition to higher education.