100 Things Every College Student With a Disability Ought to Know
The Cambridge Stratford
Study Skills Institute

Orientation Use

Editorial Reviews/Linked Sites/Other Information?

Listed below are links to web sites and other information about 100 Things. These include editorial reviews and other valuable assistance. Click on each to get further descriptions and information.

Book Reviews
Web Links
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BOOK REVIEWS: Colleagues/Student Reviewers

“Trudie Hines and Kendra Johnson have co-authored a terrific resource that will help students with disabilities appreciate the significant transition they are likely to undergo if they are entering college for the first time. Their tips and practical advice, especially if considered and implemented before beginning college, will help prepare the student to successfully transition to higher learning. Sadly, unrealistic expectations occasioned by lack of understanding between special education services and reasonable accommodations has resulted in some students, who truly possess the talents and abilities to be successful to experience difficulties that in some cases could have been avoided. Finally, a book written expressively for the student rather than the parents, should go a long way in bridging the knowledge gap and enable the student to have a positive experience. Written in a positive – yet realistic tone, 100 Things Every College Student with a Disability Ought to Know makes the perfect graduation present: from middle school. I encourage guidance counselors and transition specialist to read this valuable book and make it available to all their college-bound students with disabilities.”

Jeanne Kincaid

Jeanne M. Kincaid, Esq., is a Shareholder in the law firm of Bernstein, Shur, Sawyer & Nelson and a member of its Advanced Educational Solutions practice group, and a noted authority on the Americans with Disabilities Act and the Individuals with Disabilities Education Act.

“My colleagues Trudie Hines and Kendra Johnson have done a great job in writing 100 Things Every College Student with a Disability Ought to Know. Their many years of experience serving countless students with disabilities is clearly evidenced in the advice they give. Students who read this book and follow the advice in it are far less likely to experience a disastrous college experience compared to less well prepared students.

Trudie and Kendra’s advice is applicable to students attending Community Colleges, Technical Colleges or Ivy League Universities. It applies to undergraduate, graduate and professional schools. It is “must reading” whether you are picking the first university you will attend or looking to transfer.

This book is clearly written and avoids much of the legal jargon associated with postsecondary disability support services. Furthermore, it is written assuming the prospective college student as the reader and not their parents. This foreshadows what will happen when the student enrolls at a college or university.”

Sam Goodin
Past President of the Association on Higher Education and Disability
Director, University of Michigan Office of Services for Students with Disabilities

“100 Things Every College Student with a Disability Ought to Know is an excellent resource for students with disabilities. This book answers general questions many students have regardless of their disability or type of institution of higher learning they are attending. Students with knowledge from this book will have a "head start" on transitioning to institutes of higher learning. I would recommend students and their parents read 100 Things Every College Student with a Disability Ought to Know before they attend their preferred institution of higher learning. This knowledge will allow them to ask more in-depth questions about the services they can expect from the Office of Disability Services at their institution of choice. This is a must read book for students with disabilities.”

Paul Nolting, Ph.D.

Paul D. Nolting, Ph.D., is president of Academic Success Press, Inc. and author of the Mathematic Learning Disability Handbook and Winning at Math. He is a noted expert in learning disabilities.

“I was so pleased to have been asked to review 100 Things Every College Student with a Disability Ought to Know. I have always felt that there needed to be a publication to help bridge the gap for students with disabilities between high school and college. Starting college can be an overwhelming experience for any student. However, without adequate preparation, students with disabilities are more likely to run into problems early on that can escalate into more serious matters later. This life changing transition requires much advance thinking and in addition to the issues that other students face- like time management, money management, eating properly, and health issues- students with disabilities also have to learn very quickly how to arrange for a multitude of services- including how to use accommodations, ensuring that their housing arrangements will fit their needs and that their materials are available in alternative formats in time for their use. This book has taken some of the craziness of the maze out of the process for students with disabilities. I would strongly encourage any student with a disability who will be starting college in the next year to read this book before they get to campus so that they know what is expected of them, what the institution is responsible for and what they need to do to navigate the system so that they will then know all that they need in order to have equal access to their education. Welcome to college!”

Emily K. Singer
Director, Disability Services
University of Tennessee“

The combined experiences of Kendra Johnson and Trudie Hines in providing access for students with disabilities in postsecondary education have resulted in this valuable guide for students with disabilities.

100 Things Every College Student with a Disability Ought to Know is unique in that its focus is the student! The book not only provides students with disabilities with information on successful navigation of postsecondary cultures but, maybe more importantly, it makes students realize that they must take responsibility for their disability.

I would recommend that this book be read by any student with a disability who is thinking of attending any college or professional training school at the time when they start to explore the possibilities beyond secondary education.

100 Things Every College Student with a Disability Ought to Know is a definite guide to success!”

Duraese’ Hall, DSS Coordinator
University of Houston-Downtown
AHEAD member since 1990

Student Reviewers

“I wish I had had access to this book during my senior year in high school! This book was very well researched, and any student with a disability should have this book in their possession. This book gives a real representation of what students planning on going to college should expect out of their disability services office. Great job on presenting real life situations and scenarios for students with disabilities!”

Kelly Snyder, Junior, Communication Major


“100 Things Every College Student with a Disability Ought to Know is a wonderful tool for any student with a disability. Starting college can be a confusing and stressful experience. The information and resources in this book can definitely make the experience much easier. Reading this book will help students with disabilities know what is expected from them in college. It also lets the student know what is expected from the college. Every student with a disability should read and study this book!”

Jeremy Westover, Freshman, Early Childhood Education-Special Needs Major


“I consider 100 Things Every College Student with a Disability Ought to Know to be a “must read” for any student with a disability who plans to attend college. The numbered, itemized format was easy to read and understand. The web resources included in this handbook help to inform the student about their rights and a host of other topics. This useful tool should be provided to all students who need accommodations upon entry to any college or university.”

Many thanks to Trudie and Kendra for sharing their knowledge with the rest of us!

Jackie Mercer, Sophomore, Social Work Major


“While reading this book, all I could think of was, “Boy, do I wish I had an excellent resource like this when I started my college education. It would have made my life so much easier.” There is so much here that I wish I had known from the start. Every student with a disability needs this book.”

Becky Borka, Junior, Education Major



Included throughout each chapter of 100 Things Every College Student With a Disability Ought to Know are helpful web links to expanded information for more complete assistance. A sampling of some links is listed below:

Chapter 1 Arriving

National Center for Educational Statistics, 2002

Americans with Disabilities Act (ADA)

Individuals with Disabilities Education Act (IDEA)

Chapter 2 Paperwork

Family Educational Rights and Privacy Act (FERPA)

Chapter 3 Leveling the Playing Field

Recording for the Blind and Dyslexic

The Alliance for Technology Access

Chapter 4 The Classroom Experience

Math Study Skills Tools

Chapter 5 Campus Life

National Disabled Students Union

National Educational Association of Disabled Students (Canada)

Chapter 6 Success Strategies

The HEATH Resource Center

On-line learning style assessment

Chapter 7 Transitions: Moving On

Educational Testing Services



All Cambridge Stratford’s curricular texts and guides have a variety of options for implementation internationally which have pinpointed funding sources. Since volume discounts apply, those planning to use 100 Things Every College Student With a Disability Ought to Know or others in the 100 Things series for new freshmen, non-traditional adults, international, or online students should seek cooperative support with one or more funding sources including:

1. Bookstores: Those planning to adopt texts as a requirement for their course, seminar, or orientation program will find bookstores of assistance, both campus based and online bookstores. Trade book copies are also carried by bookstores for individual purchase by students/parents at Orientation/registration/Open Houses.

2. Orientation: Those with formal Orientation Programs have three opportunities to include texts:

a. Order a discounted volume of copies as part of the regular orientation program fee or increase the fee to accommodate the book’s cost,

b. Inform attendees in advance of orientation of the need to purchase a copy of the text from the bookstore as part of their participation in the on-campus orientation program,

c. Inform attendees in advance of orientation of the need to mail-order purchase a copy of the text from the bookstore for at-home reading in preparation for their participation in the orientation program

3. Admissions: Many Admissions Offices provide gift copies of texts to recruit new students. Copies can be made available at Open Houses, Informational Fairs, or as a token of appreciation for enrollment when new students pay their entrance deposit or fee to declare their intent to pursue their education at the institution. Some offer Outreach Seminars throughout the community and provide copies of texts to each participant who applies for enrollment.

4. Grants: Many federal, state, and local grants that are tied to college retention for disadvantaged/disabled, adults, job retraining, and other students can be appropriate sources of funding for underwriting an adoption of texts (i.e., Perkins, Trio, Title Programs, etc.).

5. Corporate: Many corporations interested in building good will with college students may be willing to provide underwriting for an adoption of texts in exchange for a courtesy acknowledgement or insertion of an informational brochure. This proves particularly beneficial when several local establishments are urged to cooperate, each providing a share of the underwriting in exchange for a coupon or flyer insert.

6. Fund Raising: Campus clubs and organizations interested in developing funds to underwrite programming often find promotion, book sales, and distribution to prove successful. Many find direct mail support in cooperation with regular campus mailings (i.e. Admissions, Orientation, etc.) to assist with distribution while others find formal announcements and recommendations by Orientation Directors and Campus Deans to assist in facilitating book sales.

Many more opportunities for funding are available. The key to building readership is to encourage a sampling of students to use the text. This creates awareness of the value of this problem-solving text and has an influence on encouraging more students to purchase copies of their own.

If you wish to explore funding sources or need additional assistance, kindly call (800) 466-2232 or email cambridges@aol.com.


Orientation Use
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