college transitions and adhd/ld: what you need to know debbie thurneck, psy.d., ncc post-doctoral...
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College Transitions and ADHD/LD:What You Need to Know
Debbie Thurneck, Psy.D., NCCPost-Doctoral ResidentCook Counseling CenterVirginia Tech
Goals and Objectives
Understand the ways in which high school and college differ for students with ADHD/LD
Understand the challenges for students with ADHD/LD
Learn documentation requirements Understand the importance of self-
advocacy Learn specific strategies for success in
college
Introduction
increasing number of students with ADHD/LD on college campuses
many students with ADHD/LD have difficulty adjusting to college
Transition planning is essential as students with ADHD/LD prepare for post-secondary education
College and ADHD/LD
more than 9% of freshman entering college in 1998 reported a disability, of which more than 42% had learning disabilities. By 1998, approximately one in eleven full time freshman had a learning disability.
The next largest disability category selected after LD was “other,” a classification that included ADHD. The rate of students endorsing “other” increased to 22% of the total group with disabilities.
(Henderson, 1999; Wolf, 2001)
College and ADHD/LD
27% of students with disabilities transition to postsecondary education compared to 68% of their peers without disabilities
(National Survey of Educational Support Provisions, 2000)
high school vs. college
Significant changes in the demands, responsibilities, and laws when transitioning from high school to post-secondary education
Understanding these changes is essential for success in postsecondary setting
High School vs. College: Classes
Proceed from one class to another
The school year is 36 weeks
Classes arranged for the student
Classes are smaller than 35 students
Class attendance closely monitored
Textbooks are provided
Class can be day or evening
The school year is two 16-week sections
Students arrange their own schedules
Classes may be large (100+)
Class attendance is not monitored
Students purchase textbooks
from ValleyJobs Newsletter 2
High School vs. College
High School vs. College: Tests/Studying
Frequent tests covering small amounts
Teachers may adjust test dates to avoid conflicts
Minimal amounts of studying and reading material outside of class
Infrequent testing covers large amounts
Testing is pre-scheduled and not open to changes
Substantial amounts of studying and reading outside of class time
from ValleyJobs Newsletter 2
High School vs. College: Instructors
Teachers check your homework
Teachers remind you of incomplete work
Teachers put information on chalkboards to copy for notes
Teachers seldom require outside resources
Professors seldom check homework
Professors do not remind you of incomplete work
Professors often lecture nonstop, not identifying important points in writing
Professors require library research
from ValleyJobs Newsletter 2
High School vs. College
High School vs. College: Disability Needs
Student's IEP prescribes services that will be received
The school is required to identify students with disabilities and provide accommodations
A team of professionals works with the teacher, students, and parent(s) to create an IEP
IEP’s are not sufficient to document reasonable accommodations. Other documentation of a disability will be required
The student is responsible to self disclose and request accommodations
The student must work with the disability services office to identify potential accommodations and how they may be implemented
From ValleyJobs Newsletter 2
Changes in Responsibilities
ADA Issue IDEA/Section 504 (Secondary)
Section 504 (PostSecondary)
Identification School Student
Assessment School Student
Programming School/Parent School/Parent
Advocacy School/Parent Student
Decision Making Placement Team Student
Transition Planning Placement Team Student
ADA Definition of a Disability
An individual with a disability is defined as a person who: has a physical or mental impairment
that substantially limits one or more major life activities
has a record of such impairment is regarded as having such impairment
“Substantially Limits”
The inability to perform a major life activity that the average person can perform; or significant restriction as to the conditions, manner, or duration under which an individual can perform a particular major life activity. Concentrating Learning
Documentation
Appropriate accommodations are based upon both documentation and significant functional limitations IEP or Section 504 plan is generally not
sufficient documentation Postsecondary institutions require that
evaluation data: is current is administered by a qualified examiner with
experience evaluating adults includes standardized, adult-normed
measures of aptitude, achievement, and information processing (Gormley et al, 2005)
Required Documentation
A diagnostic statement identifying the disability
The date of the diagnosis How the diagnosis was reached The credentials of the professional How the disability affects a major
life activity How the disability affects the
student’s academic performance
Challenges for students with ADHD/LD
“Nearly half of all students with disabilities drop out, compared with one-third of students without disabilities. The dropout rate climbs to nearly two-thirds for students with learning disabilities or “other” disabilities” (Wolf, 2001)
Low retention and graduation rates have been found for students with ADHD (Getzel, Stodden, & Briel, 2001)
Challenges for students with LD/ADHD
Academic challenges Poor organization and
time management Reading problems
related to difficulty concentrating and focusing
Poor note-taking or writing skills
Lack of preparation for the academic work
High school GPA’s: With LD: 2.4 Without LD: 2.8(Horn & Bobitt, 1999)
SAT Math
050
100150200250300350400450500
SATVerbal
Students withLD
Studentswithout LD
Challenges for students with ADHD/LD
Personal Challenges High frustration, poor self-esteem Inappropriate social skills, too much socializing Lack of self-awareness, confusion about goals,
future Lack of perseverance, procrastination Lack of sleep, difficulty getting up in the morning Not meeting basic needs
Compared to peers without LD, college students with LD report fears, obsessive thinking, self-doubt and self-criticism, and lack of self-confidence (Wolf, 2001)
Importance of Self-Advocacy
Self advocacy refers to the ability of the student to become empowered within the education process, to make conscious decisions regarding life directions, and to communicate with others so that needs are met
How to self-advocate
Start in high school Only half of students have attended meetings
during high school that address their learning needs (Forhan & Laviolette, 2008)
Understand both strengths and weaknesses/learning needs School professionals are more likely to talk to
students about their learning needs than about their strengths (Forhan & Laviolette, 2008)
Let them know if accommodations are not working
Strategies for Success
Start early Shop for your college Know your rights and
responsibilities Know your strengths
and weaknesses Be real and realistic Know your coping
mechanisms
Nonacademic “executive” skills related to college success
Plan Monitor Set goals Use feedback Organize Structure Initiate
Manage time Sustain
attention/effort Manage
materials Flexibility Follow through
(Wolf, 2001)
Strategies for Success
Attend class Participate Prepare and
study regularly Maintain balance
Healthy sleep schedule
Stress management
Strategies for Parents
Help children learn from their mistakes, and don’t be afraid to let them fail in a supportive environment.
Let them begin to take responsibility for their daily lives starting in middle school.
Let them resolve their own conflicts with consultation but not direct intervention.
Let them work part-time in high school; it promotes responsibility and maturity.
Let them experience hard work and frustration in small doses from an early age.
(Tudisco, 2005)
Strategies for Parents
Guide them in decision-making rather than making decisions for them.
Give them experiences of working gradually toward a goal, while delaying immediate gratification.
Encourage them to seek out support services when they arrive at college.
Encourage them to get to know their professors and other college staff.
Listen to them to understand their experience and to support them.
(Tudisco, 2005)
Campus Resources
Disability Services Office Counseling Center Writing Centers Tutoring Services Career Services
Additional Resources
HEATH Resource Center Online Clearinghouse on Postsecondary Education
for Individuals with Disabilities http://www.heath.gwu.edu/
Office for Civil Rights http://www.ed.gov/about/offices/list/ocr/index.html?
src=mr Virginia College Quest
A Guide to College Success for Students with Disabilities
http://www.vacollegequest.org/index.shtml Department of Rehabilitative Services
http://www.vadrs.org/
References
Allsopp, D., Misskoff, E., & Bolt, L. (2005). Individualized course-specific strategy instruction for college students with learning disabilities and ADHD: Lessons learned from a model demonstration project. Learning Disabilities Research & Practice, 20(2), 103-118.
Block, L. (2000). Documentation, transition, and other things that worry service providers. Disability Compliance for Higher Education, 5(11), 3.
DuPaul, G., Ashcroft, C., & Weyandt, L. (2005). Strategies for students with AD/HD. attention@chadd.org Forhan, L, & Laviolette, G. (2008). Bolstering the transition to postsecondary education of students with LD/ADHD. Poster Presented at the 2008 NASP Annual Convention.
Getzel, E., McManus, S., & Briel, L. (2004). An effective model for college students with learning disabilities and attention deficit hyperactivity disorders. NCSET Research to Practice Brief, 3(1).
Getzel, E., Strodden, R., & Briel, L. (2001). Pursuing postsecondary education opportunities for individuals with disabilities. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities. Baltimore, MD: Brookes
Gormley, S., Hughes, C., Block, L., & Lendman, C. (2005). Eligibility assessment requirements at the postsecondary level for students with learning disabilities: A disconnect with secondary schools? Journal of Postsecondary Education and Disability, 18(1), 63-70.
McCormick, A. (1998). Retention interventions for college students with AD/HD. In P.O. Quinn &A. McCormick (Eds.), Rethinking ADD/HD: A guide to fostering success in students with AD/HD at the college level (pp. 48–63). Bethesda, MD: Advantage Books.
References
Quinn, P.O., Ratey, N.A., & Maitland, T.L. (2001). Working with an ADD coach. In P.O. Quinn (Ed.), ADD and the college student: A guide for high school and college students with attention deficit disorder (pp. 99–109). Washington, DC: Magination Press.
Swartz, S., Prevatt, F., & Proctor, B. (2005). A coaching intervention for college students with attention deficit/hyperactivity disorder. Psychology in the Schools, 42(6), 647-656.
Tudisco, R. (2005). How parents can help students avoid college pitfalls. In Strategies for students with AD/HD. attention@chadd.org
Turnock, P. (1998). Academic coping strategies in college students with symptoms of AD/HD. In P.O. Quinn & A. McCormick (Eds.), Rethinking ADD/HD: A guide to fostering success in students with AD/HD at the college level (pp. 23– 41). Bethesda, MD: Advantage Books.
U.S. Department of Education, Office for Civil Rights. (2007). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Washington, D.C.
Wolf, L. (2001). College students with ADHD and other hidden disabilities: Outcomes and interventions. Annals of the New York Academy of Sciences, 931, 385-395.
Special thanks to Dr. Jane Warner, Assistant Director, Virginia Tech Services for Students with Disabilities
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