The College Search for the ADHD Student
by
Nina Tenny LCPC, NCC

The search for the appropriate school placement takes the average high school student eight to ten months of research, application writing, visitation, and response waiting. If a student has a learning disorder, the search may take a lot longer. The youngster has to find a school that is academically suitable and psychologically supportive. Because A.D.H.D. is different and individual to each person, a student has to investigate the many different kinds of college support services that are available. The proper match of academics, program choices, career guidance, support services, and social challenges, produces the right mix for success. And, because all students are unique and have individual preferences, there is no one "right" choice. Instead, one must consider that there are many right choices.

What are the service options on a college campus? The best answer is that most, but not all, offer some types of support. The choices can begin with subject matter tutoring to full programs that offer time management courses, one-on-one coaching, and even someone who wakes your child to get up in time for classes. A support program may include a writing center that proof reads term papers. There maybe fixed weekly meetings so that your student will have a specific place to study. Some schools have psychological support groups that help students over the hurdles of college life. Most colleges will offer extended time, alternative time, and alternative place testing. In other words, certain schools provide optimum settings for learning and examination taking.

However, in order to get the support that your child needs, parents have to follow procedures that not only help in the admissions process but help in obtaining service. An up-to-date psychoeducational evaluation is essential for the placement of a learning disabled student. Because a lot of people that have A.D.H.D. also have accompanying learning disabilities, the diagnosis should include a WISC or a WAIS, an achievement test, and a reading and a mathematics evaluation. All of this information is necessary for the college to evaluate the types and kinds of services that your child will need. The student must also be aware of the results of this evaluation so that he/she can articulate his/her own needs and become their own advocate on campus. Advocacy is essential to success.

Who provides the psychoeducational evaluation? It is wise to begin with the high school. If the student was evaluated back in elementary school, request a state mandated current evaluation. However, if this student has been newly diagnosed by a physician, the parent must work in order to get the high school to cooperate in providing a psycho-educational evaluation and an IEP (individual education plan). If after many attempts the public school has failed to produce an adequate evaluation, the family will be forced to seek help from a private outside examiner. Colleges will accept outside examinations if the tester is duly qualified.

Once a family has the current diagnosis, they can proceed with a college search. At this time, it is helpful to consult an expert in learning disabled college placement. One can get some initial help from the book, Peterson’s Colleges with Programs for Students with Learning Disabilities. This is a good beginning step. Next, go to your high school guidance department and discuss various programs that are available. Ask specific questions and try to get a feel for the schools that are under consideration. If you find that you cannot get the help that you need, there are independent experts who can offer their services.

The one thing that will increase your child’s chances for an optimum college placement is your child’s ability to succeed in high school. This success comes with family support, a good diagnosis, proper treatment including medication when needed, good grades, hard work, and a healthy and positive attitude. When your child is functioning well, he/she will produce at a higher level. The better the grades, the greater the chances for higher test scores. The better the test scores, the better the college placement.

Remember that college placement is based on performance and not necessarily on perceived potential. Help your child in high school to achieve at his/her best. Good performance helps a post-secondary institution predict success on their campus. As a parent, one should do everything they can to facilitate the academic progress of their A.D.H.D. student. Good planning begins early, and early intervention and preparation set the ground work for college success.

College is not the place where success happens spontaneously. Students who have academic and adjustment problems in high school do not automatically "grow-up" on a college campus. In point of fact, problems exacerbate on a campus where there is a lot of freedom and little external control. Success is the reward that comes with early planning and good preparation. With your hard work and careful involvement, your teen will have the tools he/she needs for a wonderful college experience.