NLD in College and the Fight for the RISE Act
I’ve talked before about what it’s like to be in college with NLD, but this topic is worth revisiting—especially because there’s a bill in Congress that could make life much easier for students with learning disabilities. It’s called the RISE Act, and it deserves attention, advocacy, and a lot more recognition than it’s getting.
My Story of Self
Recently, I filled out a “Story of Self” worksheet for the National Conference of Learning Disabilities (NCLD), where I’m now part of Cohort 5. The exercise asks: Why do you care about learning disabilities and attention issues? What compels you to join this fight?
For me, the answer is deeply personal. I’m neurodivergent, and more than two years ago, I felt called to create my podcast, Living with an Invisible Learning Challenge. My goal was (and still is) to help others who’ve been through hard experiences, just like me. I want people with invisible learning challenges to know: I see you. I understand. You’re not alone.
The Story of Us
Our community shares common struggles—advocating for the accommodations we need, figuring out when and how to ask for help, and constantly having to explain our challenges to people who might never fully understand them. Sometimes, we don’t even have the words to describe what we’re going through. These experiences aren’t rare—they’re everyday realities for many of us.
The Story of Now
Here’s the urgency: only 17% of neurodivergent college students in the U.S. receive accommodations. That’s unacceptable.
The RISE Act would change that.
I remember my first two years at UC Berkeley without accommodations. Brutal. I was barely passing my classes. After I got accommodations, my grades improved to A’s and B’s. I still worked hard, but now I was working with my brain, not against it.
The RISE Act would require colleges to:
Accept documented learning disabilities without forcing students to be retested.
Honor existing IEPs and 504 Plans from high school.
Provide necessary training to staff to support students with learning differences.
Accept accommodations without unnecessary pushback.
No more, “You don’t look like you have a learning disability, so we won’t give you accommodations.” No more denials. This bill has already passed the House but still needs to pass the Senate.
If you want to help, write postcards to your senators. If you’re willing, email me at livingwithnld@gmail.com and I’ll guide you through it.
My College Experience with NLD
My biggest college challenges? NLD, chronic migraines, and depression. What helped me survive:
Support from family and friends
Therapy
Exercise
Academic accommodations
My accommodations included:
Audio format textbooks via Kurzweil
Recording lectures with Sonocent or Audio Notetaker
Extra time on tests
Calculator use and formula sheets for math
Once I had these supports, my academic life became manageable. I also had my emotional support dog, Truffles, with me for my last year and a half. Having her eased my homesickness and gave me a sense of comfort I couldn’t find elsewhere.
Before Truffles, I struggled with disordered eating as a way to cope with emotions. Exercise and open emotional expression helped me move toward healthier coping mechanisms.
My professors and GSIs (graduate student instructors) were lifesavers—especially once I learned how to ask for help effectively. My mom also proofread and edited my essays, helping me navigate the kind of academic writing that felt foreign to me.
The Bigger Picture: Choosing the Right College
An article by Sherry Maxman, “What’s the Best College for Students with NVLD?” emphasized that there’s no “perfect” college, but the right fit depends on:
Academic strengths and challenges
Executive functioning needs
Social readiness
Distance from home
Campus size and environment
Available support services
I could relate. Berkeley was a huge shift for me—not just academically, but physically. I’d been homeschooled and enrolled in an online charter school (California Virtual Academy) before college. Suddenly, I had to navigate a sprawling campus, remember building locations, and deal with the unpredictability of a city environment.
I practiced walking to my classes before each semester started, timing the routes and noting which days I might be walking home after dark. Berkeley is relatively safe on campus, but the surrounding city can be dangerous—especially for women—and that reality shaped my routines.
More Than Academics: Holistic Support
Mansfield Hall’s program for students with autism, NLD, and related conditions resonated with me. They focus not only on academics but also on social engagement, independent living, and vocational skills. Their philosophy—“We work with people, not labels”—is one I deeply believe in. Labels can help explain our needs, but they should never define our worth.
Masking, or hiding your true self to appear “normal,” is exhausting. Normal is an illusion, and hiding who you are often erases the very parts of you that make life rich and authentic.
Fighting Stigma and Raising Awareness
Another article, “The Road to Higher Education with an Invisible Disability” by Laura Castellanda, highlights that invisible disabilities like NLD, ADHD, and dyslexia are often misunderstood. The stigma is slowly decreasing thanks to advocacy, but there’s still work to be done. Students are more likely to succeed when they connect with their school’s disability services and use the support they have a right to.
Why the RISE Act Matters—For Everyone
If you’re neurodivergent, the RISE Act could change your college experience. If you’re neurotypical, you likely know someone who would benefit. This isn’t just about 17% of students—it’s about ensuring that everyone who needs accommodations gets them, without unnecessary barriers.
We have the chance to raise that 17% to 100%. Every student who needs accommodations should have them recognized, accepted, and required.
Please, take action. Look up the RISE Act. Contact your senators. Be part of the change.
