Both play important roles, but they serve very different functions. School counselors manage a wide range of student needs, scheduling, mental health support, graduation requirements, and college guidance, often for hundreds of students at a time. That leaves limited room for the deep, individualized college planning most families need. As an independent college consultant, I work exclusively on the college process, and I work with a small caseload so I can give each student real attention. For families of neurodivergent students, that difference is especially significant: I have time to research disability support offices, understand a student's specific profile, and build a plan around how they actually learn, not just a list of schools to apply to.

I bring a background that's unusual in college consulting. In addition to nearly a decade as a college consultant, I'm a licensed Speech-Language Pathologist in both Connecticut and New York, with certification from the American Speech-Language-Hearing Association (ASHA) and a Teacher of Students with Speech and Language Disabilities (TSSLD) credential. On the college consulting side, I'm an Associate Member of the Independent Educational Consultants Association (IECA), a Certified Essay Coach with Wow Writing Workshop, and a member of the College Autism Network and the Gap Year Association. I'm also trained in Social Thinking® and am a certified provider of the UCLA PEERS for Adolescents® social skills program. That combination of clinical training and college admissions expertise is at the core of what makes College Success for All different.

I work with families throughout the Northeast and virtually with families across the country. Most of my work is done via video, which works well for the college consulting process and means geography is rarely a barrier.

For many families, yes, especially if your student has a learning difference, ADHD, autism, or another diagnosis that makes the standard college process feel harder to navigate. The college landscape has grown enormously complex: there are thousands of schools, wide variation in disability support, and a financial aid system that genuinely rewards knowing how to work it. A good consultant helps you spend your time and energy wisely, avoid costly mistakes, and find schools where your student has a real shot at succeeding, not just getting in. For families of neurodivergent students, the stakes are even higher. The transition from high school to college is the point where many students struggle, and the right match, in terms of academics, support, and campus culture, makes a real difference. That's exactly the work I do.

Earlier than most families expect. While many families come to me in junior year, the most comprehensive support starts in 9th or 10th grade. That's when we can work on executive functioning, self-advocacy, and course planning in ways that actually open doors later. That said, if your student is already a junior, don't wait. There's still meaningful work to do, and starting now is always better than not starting.

Every student's plan starts with getting the full picture: academic records, testing history, any IEPs or 504 plans, and, most importantly, the student's own goals, strengths, and concerns. From there, we build a college list that's genuinely right-fit, work through applications and essays, and prepare for the transition to campus life. For students with learning differences, I also research disability support offices, help families understand what to look for during college visits, and prepare students to self-advocate once they arrive. My goal isn't just to get students into college, it's to make sure they're ready to stay and succeed there

Yes, though timing matters. Juniors have a full application cycle ahead, and junior year is actually a great time to start: there's plenty of time to build a thoughtful college list and complete applications without the pressure of looming deadlines. Families who reach out during the summer before senior year can still get meaningful support, but it requires a motivated student who's ready to move quickly. Waiting until senior fall often leads to last-minute stress and rushed applications, which rarely bring out a student's best. One important note: I offer high-touch, low-volume services, which means I work with a limited number of students per graduating class. By summer before senior year, spots are often full. Reach out as soon as possible and we'll talk through what makes sense for where your student is right now.

My practice is built around students with ADHD, autism, learning disabilities, and other neurodivergent profiles, students who are often bright and capable but need a college process that accounts for how they actually think and learn. I also work with neurotypical students and their families who want personalized, in-depth guidance through the admissions process. One group I'm especially committed to: first-generation college students. I volunteer my time with first-gen applicants, and I welcome families who are new to the U.S. college system and want a guide who will explain things clearly and without assumptions.

Yes, absolutely. ADHD is one of the most common profiles I work with. Beyond finding colleges with strong academic support, we focus on building the executive functioning and self-advocacy skills that make the biggest difference in college success, things like organization, time management, knowing when and how to ask for help, and understanding their own accommodations. The goal is for your student to arrive on campus genuinely prepared, not just enrolled.

Yes. I'm a member of the College Autism Network and have worked extensively with autistic students and their families. The college search for autistic students often looks different: social environment, sensory factors, advising relationships, and the structure of the academic day all matter in ways they don't always get discussed in standard college counseling. I also help students think through whether and how to disclose, and how to navigate disability services once they arrive.

Possibly, but not automatically, and not in the same way as in high school. This surprises many families. In K-12, schools are legally required to identify students who need support and provide services. In college, that responsibility shifts to the student. Under the Americans with Disabilities Act and Section 504, colleges must provide reasonable accommodations, but only if the student registers with the disability services office, submits appropriate documentation, requests them, as approved for accommodations. That means a student who had an IEP or 504 in high school doesn't automatically receive accommodations in college. They need to self-identify, know what to ask for, and advocate for themselves, often for the first time. This is an important part of what I help families prepare for. We review what documentation colleges require (many students need updated psychoeducational evaluations before they can access accommodations), research the strength of disability support offices at schools on your list, and make sure your student arrives on campus knowing exactly how to get the support they're entitled to.

No. Disclosure is entirely voluntary during the application process, and colleges cannot ask about disabilities or factor them into admissions decisions. Many students choose not to disclose at all on their application, and that's a completely valid choice. That said, there are some situations where disclosure can be strategic, such as when a diagnosis helps explain something in the student's academic record, or when an essay naturally addresses it. There are also practical steps to take before arriving on campus to ensure accommodations are in place from day one. We talk through all of this as part of the process, so your student makes an informed decision that feels right for them.

My services are offered through packages tailored to each student's needs and timeline, so pricing varies depending on where your student is in the process and what level of support makes sense. I don't publish rates on my website because I'd rather have a real conversation about what your family actually needs before talking numbers. To get a sense of fit and discuss what's involved, reach out to schedule a free introductory call!

My work is package-based rather than session-by-session — the college process is interconnected enough that one-off advice often misses important context. That said, I'm always happy to work with families to build something that fits their situation. If a standard package isn't the right fit, we can create a custom arrangement. Reach out and we'll figure out what makes sense.

The first step is a free introductory call. It's a chance for you to share what's on your mind, ask questions, and get a feel for whether working together makes sense. There's no obligation, and it helps me understand your situation before recommending any specific services.

A right-fit college is one where a student has a genuine chance to thrive — academically, socially, and in terms of the support available to them. It's not the most prestigious school a student can get into; it's the school that best matches how they learn, what they need, and who they are. Finding that fit means looking at the full picture: academic programs and majors that align with a student's interests, class sizes and teaching styles that match how they learn best, a social and campus culture where they can see themselves belonging, and practical factors like distance from home. Some students want to be close to family; others need the fresh start of going farther away. Both are valid, and it matters. For students with ADHD, autism, or learning disabilities, right-fit also means asking specific questions about disability support: How robust is the disability services office? What accommodations are available, and how easy are they to access? How flexible are academic policies? Is there a culture on campus that values neurodiversity? A school with a famous name but thin support isn't a good fit for a student who needs real services.

I research disability services offices carefully and look beyond what's listed on a school's website. That means understanding staffing levels, the documentation they require, how accommodations are actually implemented, and, when possible, what students and families say about their real-world experience. I also help families know what questions to ask during college visits, since the visit conversation often reveals a lot that the website doesn't. Strength of support varies enormously even among well-known schools, so this research is one of the most valuable parts of the college search for families of neurodivergent students.

I can't promise admission to any specific school, no honest consultant can. What I can promise is a thorough, thoughtful process: a college list built around your student's real strengths and needs, applications that present them authentically and compellingly, and preparation that extends beyond getting in to succeeding once they arrive. Most of my students find schools they're genuinely excited about, places that feel like a good match, not a consolation prize. That's the goal.