What to Ask on College Visits

What to Ask on College Visits

When visiting a college as a dyslexic student, learning about support services will help you choose the university that is the best fit for you. Answers to many of your questions will depend on the person you are asking. For example, a student tour guide may answer much differently than admissions office staff. Essential questions to ask focus on documentation rules, accommodations, assistive technology, and how professors implement approved support plans.

Most colleges have a support services office to help students with learning disabilities access the resources they need to succeed. Many colleges are now offering more learning support for the general population, and students with and without learning disabilities may want to visit any academic support centers on campus. In addition to learning about the level and quality of the learning support, ask yourself if the learning center feels like a comfortable place to go for assistance, and if the building is centrally located. You can also schedule a meeting with a representative from the college’s support services office, which may be called the Disability Services Office, Student Accessibility Services, or Accessibility Resource Center. 

Below is a non-exhaustive list of potential questions to help spark conversations on your college visit:

• How many students with learning disabilities do you serve, and what is their school retention rate?

• How many professionals are providing services for students with learning disabilities?

• Is there any staff specifically trained in dyslexia and language-based learning differences? 

• Do you have a specific program for students with learning disabilities? If so, is there a separate application process or fee for the program?

• Is tutoring available and, if so, is it one-on-one or small group? If available, how often can you schedule and how is it scheduled? Are there learning specialists or peer tutors available specifically for reading and writing strategies?

• Are peer mentoring or social support programs available?

• What specific psychoeducational testing or documentation is required, and how recent must it be?

• What accommodations are available for classes and exams, such as:

  • Priority registration

  • Reduced course load

  • Foreign language or specific core curriculum course waiver or substitution

  • Extended time or distraction-reduced spaces on tests

  • Assistive technology

  • Note takers

• How do students request accommodations and how are they coordinated?

• What assistive technology (such as text-to-speech or dictation software) does the college provide or support?

• How are accommodation letters communicated to professors, and what happens if a faculty member does not follow through on an approved accommodation? 

Answers to these questions will help reveal whether a college’s support for students with learning disabilities is substantive or procedural.

Sources

"Navigating the College Admissions Process for Students with Learning Disabilities." Landmark School, 23 Oct. 2025.

"Transitioning from High School to College: Help for Students with Learning Disabilities." International Dyslexia Association, 2020.