ADHD on college apps

[Anonymous]

I think you need to consider why you'd be sharing this information, how you think it will affect the thinking of the admissions office. If, for instance, your kid had mediocre grades through high school until he was diagnosed with ADHD and then his grades shot up in the second half of his junior year, I could see disclosing it as a way of explaining why the grades changed so dramatically, and thus why it's reasonable to expect he will continue to perform at that higher level now that his ADHD is being treated. If, in the other hand, your child has always had mediocre grades due to his ADHD and there's no improvement, I wouldn't expect it to help if you disclosed the ADHD, because it doesn't affect the level of academic performance the school could expect from him if admitted.

I agree with this approach. I have a kid diagnosed with ADHD in 2nd grade. I don't doubt that his GPA would be a little higher if he didn't have it, but there has never been a dramatic change in his grades except he's trying a bit harder to get As as high school goes on. I think his A- average is in line with his 1480 SAT. His biggest change was behavioral when he was 7.

For a kid whose grades improved dramatically in 11th grade, I think it makes sense to briefly explain where given a chance to disclose "other information."

[Anonymous]

Anonymous wrote:Totally agree with PP^. It would do neither my kid nor the school any good if we were to hide or mask her ADD and EF Disorder in the admissions process. Any school that would not admit her based on this -- regardless whether we knew it was based on this fact or not -- would not be a good fit.

In addition, I can't believe the attitude that these sort of conditions should be hidden or there's something wrong or defective with kids that have ADD. The only way to effect a change is to advocate for one. Sneaking in or fooling admissions directors is not any way to do this.

Lastly, I call BS on the poster above who doubts that a LD can just be discovered in high school! Many kids with ADD are 2e; that is, that are also extremely bright. They may have coped very well under a medium workload -- even excelled. However, in very competitive schools where the workload is heavy, they may falter. It is only when the As and Bs become Bs and Cs that parents may realize that something is amiss. Even then, getting an appointment to have a Neuropsychologist Exam may take weeks, sometimes months. After that, it takes a while for the results to be written up. So, please take your ignorance elsewhere.

I am very interested in following this thread. Like the poster above, we did not know my DD had an LD until the end of her sophomore year when she was in danger of failing a class. She pulled through; however, damage was already done. Her freshman year had been rocky, but we thought it was due to the fact that she had changed schools. We had no experience whatsoever in identifying potential LDs. Her teachers had never mentioned anything related to a possible LD. Her grades and test scores prior to high school were excellent.

We are still trying to manage her condition. There is no way she would thrive in a school that did not know about this during the admissions process.

OP here. Totally agree with you. We had no clue about the "concept" of ADD to even guess that may be causing the lack of consistency in his grades or him forgetting to turn in assignments. He was working very hard but not getting results. A google search is what led me to suspect he may have it and his Drs confirmed it. It pisses me off when people insinuate anyone could be "gaming" the system. Just sick.

[Anonymous]

Anonymous wrote:Kids with ADHD can absolutely be in college and shouldn’t be discriminated against.

But they are not usually the most steady students. Their grades typically bounce up and down, as medication and therapy are not silver bullets. They need to be adjusted and attention is hard to sustain over a long period of time, especially in subjects of little sustained interest to the student.

For these reasons my DC with anxiety and ADHD is interested in schools with a quarter system and fewer core classes — because he will have a harder time with classes unrelated to his major.

I’m skeptical of anyone who discovers ADHD late, and makes an instant turnaround upon diagnosis. It just doesn’t work this way.

I was diagnosed at 40, started medication, and had significant positive effects almost immediately. It would have been transformative if I'd had the medication in in high school through graduate school.

[Anonymous]

3.5, while performing commmunity service and high school sports, not failing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:PP, what classes "scream IEP?" I have a recently diagnosed DS in middle school so want to know what to expect. Thanks.

In Middle School, in FCPS— Strategies for Success. Make your MS kid take it anyway. It is amazing at our school.

That won't be on a HS transcript

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:PP, what classes "scream IEP?" I have a recently diagnosed DS in middle school so want to know what to expect. Thanks.

In Middle School, in FCPS— Strategies for Success. Make your MS kid take it anyway. It is amazing at our school.

That won't be on a HS transcript

I'm talking about Langley High. The course is called "BASICs" or something like. I can get the actual name of the courss if you need it. The disabililty services people were urging the class but did acknowledge that classes like that sends messages to the Admissions Committee that the student has got to have LDs and proably and IEP. And Admissions people don't like that. They want to make sure the student can handle the workload and pressure. If you work together with your IEP team, you may be able to find the perfect school. After all, you don't want a child who needs a lot of support go off to a college he can't handle

[Anonymous]

It is called Strategies for Success at our high school, too.


STRATEGIES FOR SUCCESS (788980)

Grades 9, 10, 11, 12

Credit one

Elective

This elective course is designed to provide support to a student in core curricular areas and to provide direct instruction in specific learning strategies, study skills, time management, organization, and self-advocacy skills. Time is also allotted to address individual areas of need as identified in a student's Individual Educational Plan (IEP). While students may receive assistance on core curricular assignments, the course is not designed to serve as a study hall. Students enrolled in the course receive the equivalent of one period of instruction each day and earn an elective credit. This course may be taught for an elective credit all four years or more, as appropriate. Students successfully completing two years of this course will satisfy the sequential elective requirement for the Standard and Modified Standard Diploma. (Students may be awarded a half-credit upon completion of a full semester of placement in the Strategies for Success course. Such a decision is made by the school counselor in conjunction with the special education department chair.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Agree not to disclose.

I have a kid with ADHD and even I am very skeptical of kids who don't 'discover' they have a disability until junior year. ADHD affects all aspect of one's life, and if one can manage until that late, it is a mild case.

Agree. It is suspect when kids are diagnosed so late some schools think the parents "bought" the diagnosis to get testing accommodations. I have a sophomore who most likely has ADHD. We have known forever (early testing showed discrepancies that likely pointed to it, combined with things we've seen throughout the years). We never got her diagnosed because she's very bright and has always done well in school. Now she is floundering and we considered diagnosing. I consulted with a neuropsych who said the schools/ testing companies would be skeptical. We thought about what we would do with a diagnosis and whether she really wants extra time, etc. (she says she does not) and decided not to bother. She does drink coffee before every test now, though, and finds it helps. Its a mild stimulant, so is essentially a mild form of self-medication. It has improved her txt scores quite a bit.

You can treat her ADHD without telling anyone. She is likely to self medicate in college and that can Have disasterous consequences. As someone who was doagnosed later in life because I had good grades, I wish I'd had medication years ago. she doesn't have to flounder and rely on coffee.

I"m the poster you quote and your point is well taken. I don't want her self medicating in college. She doesn't want meds now, but I think you are right that maybe she will and we need to let her know that's an option when she's ready. I am highly likely to be undiagnosed and have ADHD. I have all of the hallmarks and my other child has "severe" ADHD. I got through on coffee (my child's doctor was the one who called me on it and said I probably have ADHD). I don't know if life would have been easier medicated. I have done very well despite my quirks. But you are correct that I don't want my child self-medicating with anything other than coffee. My younger child with ADHD is on meds, so I'm not opposed to them.

[Anonymous]

Thank you 16:28 - yes that's the course. The Special Education people said that if that class is on the transcript then most admissions teams will know immediately that the child as an IEP or 504. For our daughter, it didn't matter. She did disclose and DC got in EA to university of choice.

[Anonymous]

Colleges are very strict about who qualifies for disability services and accommodations. They require a recent neuro-psych testing report after admission. In high school my child had to work twice as hard for a 3.0 gpa & that’s with tutoring and accommodations. What does the spiteful nasty poster want—to ban LD students from college? I agree with the helpful & knowledgable poster that the student with LDs should be transparent about her learning differences on college apps so that she can eventually self advocate & get the help she needs to be successful. My child was open about his LD challenges on his college apps. But then again, he only applied to colleges with excellent academic support centers and disability services. Our son has had an IEP since 3rd Grade. We wouldn’t want him at a college that didn’t welcome & support him. If parents are gaming the system, it’s the exception—not the norm.

[Anonymous]

Anonymous wrote:Kids with ADHD can absolutely be in college and shouldn’t be discriminated against.

But they are not usually the most steady students. Their grades typically bounce up and down, as medication and therapy are not silver bullets. They need to be adjusted and attention is hard to sustain over a long period of time, especially in subjects of little sustained interest to the student.

For these reasons my DC with anxiety and ADHD is interested in schools with a quarter system and fewer core classes — because he will have a harder time with classes unrelated to his major.

I’m skeptical of anyone who discovers ADHD late, and makes an instant turnaround upon diagnosis. It just doesn’t work this way.

Agree. My child is still in 8th and I am afraid will struggle with all unnecessary non-technical courses. I agree quarter system is better - less classes per quarter, less material on finals - much easier to manage.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Kids with ADHD can absolutely be in college and shouldn’t be discriminated against.

But they are not usually the most steady students. Their grades typically bounce up and down, as medication and therapy are not silver bullets. They need to be adjusted and attention is hard to sustain over a long period of time, especially in subjects of little sustained interest to the student.

For these reasons my DC with anxiety and ADHD is interested in schools with a quarter system and fewer core classes — because he will have a harder time with classes unrelated to his major.

I’m skeptical of anyone who discovers ADHD late, and makes an instant turnaround upon diagnosis. It just doesn’t work this way.

Agree. My child is still in 8th and I am afraid will struggle with all unnecessary non-technical courses. I agree quarter system is better - less classes per quarter, less material on finals - much easier to manage.

College quarters don’t have less material - it gets covered more quickly. And students tend to take more overall.

[Anonymous]

Anonymous wrote:I'm guessing the same way they view gender -- pretty much half the population claims to have ADHD these days.

Right?!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Kids with ADHD can absolutely be in college and shouldn’t be discriminated against.

But they are not usually the most steady students. Their grades typically bounce up and down, as medication and therapy are not silver bullets. They need to be adjusted and attention is hard to sustain over a long period of time, especially in subjects of little sustained interest to the student.

For these reasons my DC with anxiety and ADHD is interested in schools with a quarter system and fewer core classes — because he will have a harder time with classes unrelated to his major.

I’m skeptical of anyone who discovers ADHD late, and makes an instant turnaround upon diagnosis. It just doesn’t work this way.

Agree. My child is still in 8th and I am afraid will struggle with all unnecessary non-technical courses. I agree quarter system is better - less classes per quarter, less material on finals - much easier to manage.

Less material on finals -yes,bu not necessarily fewer classes. DC is at a school where 4 classes per semester is the norm. So far he can handle that. They even allow 3 classes to be consider full time. So, if he needs to take longer - he has that option.