My son, now 18, was diagnosed with ADHD inattentive type in the fall of 2020. He has been working with a 1 hour weekly EF tutor and attending a guided study hall at high school which meets 2-3 times per week. He has been accepted to college, but still struggles with: prioritization, completing assignments (and doing so even with extended time). His teachers sometimes ask if he needs help and he says "no." I know it is common to think everything is fine or for a teen to not want help. That said, he always goes to the EF tutor willingly and comes back saying it was helpful. We do see that he feels more positive after the tutor and often makes progress on the important things at that time too. As a senior, he like others, has some spring fever, I think.
His 504 review (only the second one we've attended). Is coming up this week. He has fairly standard accommodations for extra time, chunking of larger projects, etc. One thing they have on there is to set meeting times based on a schedule he and the teacher arrange. I know that this is an attempt to get him to ask for help, but a set schedule would be better.
Long story long. There is a program at the college he hopes to attend in the fall for children with EF/ADHD etc. It requires a set amount of time in a study hall environment with one-on-one help and tutors. I think this structure would work very well for someone like my son who tends not to get the help even when it is offered in passing. He has applied, but it is a waitlisted program and they mentioned that a detailed documentation beyond just a 504 list would be helpful for them to see if he qualifies. Otherwise, he has access to tutors on campus, but has to self-motivate to go. Any thoughts about what we can ask for during the 504 or from his teachers or the group who assessed him just over 2 years ago that would help support us asking for the structure he needs to access the learning and succeed next fall?
The trouble with just looking at grades is that the resulting B doesn't show the dips to D and F and frantic recovery and effort it took to get there. So many look at this child and say, he seems to be doing fine. These dips are also happening with the extra tutoring and study hall, so I feel like it is critical to keep many check-ins weekly so that professors are aware of the status of projects. I think the school is fairly aware of ADHD issues and the professors seem very interested in helping the kids succeed. I just want to make sure that he takes advantage of all of the support that can help him succeed there. We know we are very fortunate to have been able to provide an EF coach. We also know, since my husband has similar diagnosis and struggles, that ongoing support will make a big difference.
Thank you for any guidance on questions or requests for the 504 and documentation that might be or has been helpful for college situations (programs or office of disabilities). Thank you for your support and the community here. We hold you all in our hearts as we support our loved ones and each other.
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A couple of resources that might be helpful in answering your question—one from the Dept of Ed on transition documentation needs for accommodations and special services in college: www2.ed.gov/about/offices/l....
There is also a helpful Facebook group called College Transition and Accommodations Information for Parents that provides more detailed information.
We’re a few years away from this but it’s definitely on our minds. Good luck!
I know this might not be on your radar but.. some children can stay in school until they are 22 years old. I wonder if he could stay one more year in high school, really work on the issues he has then apply early to the program.. even if he had to take a few electives.
Maturity is so helpful for our kids..
Another though is could he start at the college and just do electives and then apply early to the special program?
I know post-graduate years were common where I grew up, but aren't available where he goes to school currently. Some children go to community college or do a gap year. We have been considering all of the options. Thank you for the thought!
Our sons’ situation sounds very similar in terms of his age and his capacity for self motivation and learning. I would like to follow this conversation since we seek similar advice.
I am wondering how you found your EF coach and if you would be able to tell us about the college that offers the program you referenced? Sorry I can’t offer any hindsight advice yet. Best to you and your family.
Hello! We tried several different EF coaches. It really was a trial and error process and most will say that trust and fit for your child is important. We circled from the initial tutor to another and then back again. Progress can be slow and circular. I think with so many things it is about self-awareness, readiness, and acceptance (for both the child and the parents). Also, adopting and tailoring systems that work for the child is the key and it has to be something they are willing to test and see - trial and error. Then, I gather there is knowing and doing. For all of us, two different things.
I can't recommend one particular coach or source, though I've found visiting and revisiting Seth Perler's youtube material super helpful for me as a parent needing to get my head around the diagnosis and what is helpful and important as a parent.
From what I gather, almost all universities have programs or at least a disabilities office and accommodations of some sort. I hear that how they end up benefiting each student is variable, so we just tried to find something that our son wanted to try. We find when he is invested in something he has less trouble getting places on time, doing the related work etc. I won't expect smooth sailing, but am grateful for the community and the support. Good luck on your journey as well. Let us know what you find.
Hi there. I went through this two years ago. The documentation the university wanted, in addition to the 504 plan documentation, was a letter from my son’s psychiatrist stating how his adhd impacted him in an academic environment and the official testing done by the private psychologist who diagnosed him. The testing, the psychiatrist letter, and his 504 plan were all that they required.
If you’re looking for more than those things, I would reach out to a teacher or school counselor with whom he may have a closer relationship to see if they can write a letter detailing his struggles.
With all this said, you won’t be watching over him anymore in college and there will be ups and downs. Trust me — there just will. I don’t want you to think all the wrinkles can be smoothed out ahead of time and plus that’s too much pressure to put on yourself! The best thing you can do after opening all the doors for him (like you are now) is to be there when he needs you. I’ll be honest —- it’s nerve wracking but you’re not alone.
Thank you. Your note is very helpful on both the technical and upcoming emotional aspects. Very grateful to you and this supportive community. Appreciate your encouragement. Be well.
We are a bit earlier in the process (my son is a junior), but I will share what I have leaned so far. First, since my son thrived once we switched him from the public school to a small private school, he has limited his college search to small private colleges. Each of these colleges has a program called Student Accessibility Services or something similar. They, of course, want students to do well (or people won't attend their college), so they have developed these great services, the purpose of which is to continue (or expand if needed) the accommodations your child had in high school. There is no wait list or anything like that. If your child is accepted into the university and has a qualifying disability (like ADHD in my son's case), they will have access to the service which will do whatever is needed to support and accommodate the child. We do need to have a current evaluation/ diagnosis (which won't be a problem; as my son told his college counselor yesterday, "I assure you the ADHD has not gone away) and we have been encouraged to (and will) schedule a specific meeting with the professionals at the college accessibility services to ensure that they can provide what my son needs to succeed. However, small, private colleges are competing for students, so I am confident that 1. they want my son based upon his academic performance, and 2. that they will want him to succeed there to keep their academic numbers up. I will try to update if this is not what I believe it to be, but here is the brief description (plenty of specifics available, too) of the services from the website of my son's #1 college choice:
" the office is here to ensure that all students with specific learning styles and or medical conditions can freely and actively participate in all facets of University life, to coordinate support services and programs that enable students with specific learning styles and or medical conditions to reach their educational potential, and to increase the level of awareness among all members of the University so that students with specific learning styles and or medical conditions are able to perform at a level limited only by their abilities, not their specific learning styles and or medical condition."
That quote from the school is fabulous. Thank you. I hope your child feels well supported at school. I'll double check what "current" assessment means, but within three years hopefully will suffice. Thanks again.
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