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COLLEGE, POST-SECONDARY & THERAPEUTIC PLACEMENTS Specializing in Students With Learning Disabilities


COLLEGE, POST-SECONDARY & THERAPEUTIC PLACEMENTS Specializing in Students With Learning Disabilities


Finding the right next best step is sometimes not as easy as it sounds. We at COLLEGE POSSIBILITIES, LLC have been serving families who are seeking to find college or alternative educational options that will promote academic, social, and emotional success. We work with high school and college transfer students with learning disabilities to find college matches that are supportive and accommodating. Additionally, we work with school-age children and adolescents to provide placement options when their present school environment is no longer desirable.

When college is not the next best step for a student, or if a student is unable to remain in their present school environment, what are the alternatives? Where to go and how to proceed can be daunting. What is most important in the school, college, and/or post-secondary search is finding the right fit for you.

Counseling students with learning differences or other diagnoses is our specialty. We work with students from around the United States.

We at COLLEGE POSSIBILITIES, LLC, will guide you through the college search, post-secondary, or therapeutic placement process. We strive to keep family stress to a minimum and help you find your next best step.

College Possibilities, LLC does not discriminate on the basis of race, religion, gender, citizenship, ethnic or national origin, age, disability, sexual orientation, gender identity or expression in providing its services.

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COLLEGE POSSIBILITIES, LLC was founded by Rachel B. Sobel, a Certified Educational Planner with a Ph.D. in Counselor Education. Her more than 35 years of experience working with adolescents and their families as a psychotherapist, college counselor, and educator informs her approach to consulting with families and students with learning disabilities about their next best step.

Rachel routinely visits colleges and therapeutic programs (wilderness, therapeutic boarding schools, residential treatment centers, psychiatric facilities, gap/transitional/emotional growth, and recovery programs) around the country. During her college visits, she meets with representatives from the Office for Students with Disabilities and with college admission counselors to learn about new programs and admission trends. When visiting therapeutic programs, she meets with staff and students to learn who is best served at each program. Additionally, she attends national, regional, and local conferences about college and therapeutic updates and learning disabilities.

Rachel is a highly sought-after speaker for professional and parent groups nationwide on topics that relate to the specific needs of students with learning, emotional, behavioral, and social disabilities as they plan for their future.


At COLLEGE POSSIBILITIES, we provide comprehensive college planning for students with learning differences. We approach the college search and application process by emphasizing students’ self-advocacy and independence. We draw on our extensive knowledge of colleges and their available support services to find the right academic and social fit for each student. We meet with students and families individually throughout the college search and application process. Following a series of in-depth discussions with the student and parent(s), we generate a prospective list of colleges that match the student’s academic, social, physical, and emotional needs, goals, talents, and interests. Together, we refine this list until a select group of colleges to which the student will apply is determined, and we help you create memorable and successful applications.

Our focus is on students being able to stay in college, not just getting into college. This is what matters most to us at COLLEGE POSSIBILITIES.

Comprehensive services for students with learning differences (including but not limited to processing disorders, ADHD, Dyslexia, Autism Spectrum Disorders) include:

  • Review of the student’s educational history and all documentation, which may include psycho-educational evaluations, neuropsychological reports, IEP/504, high school transcripts, and other relevant documents
  • Learning styles, personality type, college major, and career assessments that will assist students in choosing high school courses, extracurricular activities, community service opportunities, summer jobs, and internships
  • Consulting on all aspects of college applications, essays, resumes, recommendation letters, and interviews, as well as preparation for college visits
  • Referrals to experts in standardized test preparation, tutoring, and psycho-educational or neuropsychological evaluations for required documentation for college and other accommodations
  • Evaluation of college acceptances based on a student-driven approach to determining the right fit



When college is not the next best step for a student, or if a student cannot remain in their present school environment, we will work with them and their family to explore other possibilities. Some of these options include wilderness programs, transitional and recovery programs, therapeutic boarding schools, emotional growth programs, and residential or psychiatric treatment centers.

Rachel’s regular visits to programs around the country allow her to gain current and first-hand knowledge of program practices to help determine the best fit for optimal growth and development. Rachel works closely with parents, therapists, and admissions counselors to facilitate placements that are specific to the needs of the student and that will support the entire family.

Comprehensive services for students with learning differences (including but not limited to processing disorders, ADHD, Autism Spectrum Disorders), emotional, social, and behavioral challenges include

  • Review of the student’s educational history and all documentation, which may include psychiatric reports, psycho-educational evaluations, neuropsychological reports, IEP/504, high school transcripts, and other relevant documents
  • Review of the student’s educational history and all documentation, which may include psychiatric reports, psycho-educational evaluations, neuropsychological reports, IEP/504, high school transcripts, and other relevant documents
  • Consultation with professionals who already know the student well
  • Consultation with family (and student when possible) to determine the required level of service/intervention and appropriate placement options
  • Consultation with admission directors and other program staff to determine availability, admissibility, and required level of service/intervention
  • Preparation for site visit and interview when appropriate
  • Assistance with the application process
  • Referrals to experts for psycho-educational or neuropsychological evaluations when appropriate
  • Ongoing support and updates for the duration of placement via phone or email


COLLEGE POSSIBILITIES provides services to young adults needing structured support to address maturity's academic, social, emotional, and behavioral challenges. Though society recognizes them as adults, many people 18 years old and over need more time than their peers to acquire the skill sets necessary for a successful transition to college or the world of work. Some of the reasons for transitional difficulties may include:

  • Poor Motivation
  • Lack of academic progress
  • Career indecision
  • Interpersonal problems
  • Drug/alcohol abuse/recovery
  • Family conflicts
  • Low self-esteem
  • Neurological difficulties, such as Autism Spectrum Disorders
  • Low frustration tolerance

At COLLEGE POSSIBILITIES, we help families identify settings that will give young adults a chance to reclaim productivity and success. Placements for people aged 18 - 24 include specialized educational settings, therapeutic and emotional growth schools, transition programs, and campus-based support programs. Other gap year options include local, national, and international community service, internship-based, and language immersion programs.

We maintain ongoing relationships with administrators, admissions officers, and therapists nationwide to remain acutely aware of which settings can facilitate your child's safety and growth. Continuing interaction with faculty, staff, and students helps Rachel maintain current, first-hand knowledge of best practices in the field of emerging adult development.

Comprehensive services for emerging adults include, but are not limited to:

  • Complete review of testing and academic records, including consultation with referring professionals
  • Referrals for additional psycho-educational or neuropsychological testing when appropriate
  • Consultation with family for identification and selection of settings
  • Consultation with administrators to determine the availability of appropriate services and student admissibility
  • Assistance with essay and application process
  • Preparation for visits and interviews when appropriate
  • Ongoing therapeutic and academic advocacy, support, and updates to the family for the duration of enrollment


Our son is a good student, and he scored well on the SAT and ACT, but we knew there was a lot of competition to get into the schools of his choice. We knew of Rachel's reputation from other parents whose children used her services. Thank goodness we made the decision to hire her. We can't thank Rachel enough for all her help in the college process. From helping our son to explore possible areas of study, to choosing what colleges to apply to, and to helping him complete the college applications correctly in a timely manner, Rachel was beyond amazing. Her approach made a normally very stressful process enjoyable and I know he wouldn't have achieved such a favorable outcome without her help. I would recommend Rachel to anyone who wants to achieve the best results with the least amount of stress.

Parents of J.Q.

– Boca Raton, FL

When my 13 year-old daughter was having profound emotional problems I asked Rachel if she could help. I was shocked at both the breadth of knowledge she had about therapeutic options and her ability to connect with my daughter. With Rachel’s guidance we realized that our best option for (our daughter’s) academic and emotional success was at a therapeutic boarding school in Utah. Throughout this extremely stressful time, Rachel’s understanding, awareness of family dynamics, and her relationships with a host of programs allowed us to take the leap of faith. Our family is on the road to repair and our daughter is thriving at her new school. In our household we refer to her as “St. Rachel”. Thank you doesn’t begin to express our gratitude.


– Newton, MA

When we met we didn’t know if (our son) should do an extra year of high school, go to a gap program, do a transition program, or go to college. Your expert guidance helped us plan for all possibilities. Thank you so much for making the process so seamless. My son NEVER felt pressured. The applications and essays were done quickly and he felt proud of his work. As you know, we live in NYC, where we had plenty of specialists but decided on going with you--and boy were we lucky! Your knowledge of each college/program and the way you communicate (your psych training) is what truly separates you from the rest.

Parent of B.E.

– New York, NY

Our first meeting was wonderful…over the years I have met many caring people that have supported [my son] but I have never felt as secure as I felt today…and more importantly to see the way he responded to you…it has put us all at ease. Thank you.

Parent of J.L.

– Villanova, PA

There are no words for how much I hated you when we first met. You were talking about sending me to a program out west and I didn’t need to go anywhere! I was fine! After a lot of fighting, my parents bribed me to go (they promised me a new iPhone if I went). My first week at (the program) was both terrifying and amazing. I quickly learned that, much as I wanted to deny it (to myself and the world), I wasn’t fine:( I was being therapized without realizing what was happening, but found that the staff really cared about ME and they were willing to help ME. I learned how to get out of my own way (didn’t you tell me that would happen)? I learned how to become a leader and a man among men. My life has turned around because of you and I can’t thank you enough. My parents and I are now FRIENDS (I know, I can’t believe it either!!) My future is now not only bright, but possible thanks to you. YOU’RE THE BEST!!!


– Tenafly, NJ

When my son began talking to me about college I had no idea what to expect or how to help him. Rachel was someone I could freely share my worries with. Her expert input and practical support guided me through the tangle of SAT, GPA, ACT, AP, ETS, AI, IB, PIN, BA, FA, EFC, COA, AGI, SAR, PELL, FAFSA, CSS, FSA, etc. Rachel helped find solutions and encouraged opportunities available to my child. Her calm perspective, humor and insights throughout the tears and triumphs of the college application process were invaluable.

Parent of S.K.

– Wynnewood, PA

Rachel far exceeded my expectations in every area of my transfer process. I felt at-ease with her as we discussed all of my possibilities. Her knowledge and understanding of my needs and aspirations allowed me to trust her advice. I found a mentor and a friend in Rachel, and I would highly recommend her to anyone struggling to find the right college, deciding on a career path, or to lessen the stress during the process.


– Wilkes Barre, PA

As a parent, I was extremely pleased with Rachel’s ability to connect with my daughter, assess her strengths and needs, and work with her to determine which colleges were a good match. Rachel guided her every step along the way, while at the same time, succeeded in fostering in her a sense of independence and ownership for the college application process. My daughter’s college acceptance letters (and scholarship awards) are a true testimony to her hard work through high school, and Rachel’s expertise in designing a plan that met her needs and matched her talents. This was an invaluable investment in our daughter’s academic future.

Parent of B.M.

– Havertown, PA