ADHD - College Admission Counseling

Help! My request for accommodated ACT or SAT testing was rejected!

Jared Hobson — Wed, 18 Aug 2010 15:00:26 +0000

No one likes rejection. But if you’re denied accommodations or unsatisfied with the accommodations you were granted, you can make an appeal. To craft a petition for appeal, it’s really important to know why your initial request was rejected. ETS sends every student a letter of explanation if a request is denied. If your denial was a result of insufficient documentation, you can correct any shortcomings and resubmit your request for an accommodated test. Sometimes, the documentation is sufficient, however, it indicates that the nature and severity of the disability doesn’t warrant some or even all of the accommodations that you’ve requested. Your letter may state that there’s no “substantial or functional limitation in learning”. Remember, under the Americans with Disabilities Act (ADA), not every impairment is considered a disability. In order for any impairment to qualify as a disability under the ADA, it has to be “substantially limiting” to a major life activity (seeing, talking, hearing, learning, walking, etc.). As a result, having a disability or a diagnosis alone may not be enough to support the need for testing accommodations. Your documentation needs to prove that the disability significantly impacts the way you perform a major life activity compared to the average student before any accommodation can even be considered. To appeal this decision, you’ll need to complete some additional testing so that you can update or supplement parts of your existing documentation. From there, get in contact with the Special Education Coordinator at your high school. He or she will help you put together the necessary documentation for an appeal.
In my experience, the staff in Disability Services makes every effort to provide students and their families with specific information about why the documentation is not sufficient and how they can update it. If you have any complaints, contact ETS directly. You can email them at staffd@ets.org or write to them at ETS Disability Services, P.O. Bos 6054, Princeton, NJ 08541-6054.
Good luck!
Heather Creech, M.A. CCC-SLP
Educational Consultant

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Featured LD Program: Dean College

Jared Hobson — Wed, 28 Jul 2010 15:00:58 +0000

Dean College is a private, co-ed, residential college that sits on about 100 acres of land in Franklin, Massachusetts. About 1,000 fulltime and 500 part time students attend classes here, and 98% of them are accepted for transfer to four year colleges and universities around the country. For qualifying students with documented disabilities, Dean College provides, at no cost, classroom and testing accommodations and access to assistive technology. LD students looking for a more comprehensive program should investigate the Personalized Learning Services Program or PLS. This professional tutoring program is designed to provide more specialized one-on-one tutoring services. The fee based program is available to any student wanting individualized tutoring and skill development in the areas of note taking, time management and organization, test preparation, test taking, writing, reading comprehension, and/or mathematics. Outside of academics, students put their hands together for the renowned Dance and Theater Programs and root for the Bulldogs in almost a dozen intercollegiate sports.
To learn more about Dean College log onto: https://www.dean.edu/Index.cfm
Heather Creech, M.A. CCC-SLP
Educational Consultant

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Documentation: Six Core Elements

Jared Hobson — Thu, 22 Jul 2010 15:00:02 +0000

Based on a review of decisions of the Office for Civil Rights.

The following six core elements of documentation should help you evaluate your current documentation:

1. Documentation should contain a clear statement identifying the area of disability

Classification codes from the Diagnostic Statistical Manual (DSM) or the International Classifications of Disease (ICD) are helpful. Be sure the documentation includes the dates of the original diagnosis and any evaluations performed by referring professionals, along with a date and description of the most current evaluation.

2. Documentation should contain information regarding the current functional impact of the disability

A psycho-educational battery of tests consisting of standardized tests that measure aptitude, achievement, and cognitive processing is the most common approach for identifying and quantifying a learning disability. And it is likely to meet the minimum requirements for documentation at any college or university. Current functional impact on physical, perceptual, cognitive, and behavioral abilities should be described in narrative, and when formal or informal testing was used, the details of the results should also be included.

3. Documentation should include information about treatments, medications, and assistive devices and services

While it is important to specifically describe treatments, medications, accommodations, assistive devices and assistive services that your student is currently receiving. It is also important to include a description of their estimated effectiveness in minimizing the impact of the disability.

4. Documentation should provide a description that provide information about the expected progression or stability of the disability over time

Include a description of any expected change in the functional impacts of the disability over time. Also include information about any recommendations concerning the need for re-evaluation of the disability, especially if your student experiences flare-ups or episodes.

5. Documentation should include recommendations

Because recommendations must be reviewed and approved by the college or university. All recommendations should be directly linked to the impact of the disability. When connections are not specific, they should be explained in detail.

6. Documentation should contain the credentials of the evaluator

If your student’s documentation does not contain a letterhead or form, be sure to include the credentials of the evaluator. If the credentials of the evaluator are not typically associated with the diagnosis of the disability. Be sure to include a brief description of the evaluator’s experience with this type of diagnosis.

Remember, in order to receive accommodations at the post-secondary level, documentation must demonstrate that your student has a disability as defined by the ADA and Section 504. Colleges grant accommodations when existing documentation clearly links the current impact of the disability to the requests your student is making. To avoid complications, always investigate the specific documentation requirements for the colleges your student is likely to attend by either visiting the college’s website or contacting the college’s Disability Services Office.

Heather Creech, M.A. CCC-SLP
Educational Consultant

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Documentation: How much is enough?

Jared Hobson — Wed, 21 Jul 2010 15:00:50 +0000

Colleges typically use your student’s age, the evaluator’s assessment approach, and the level of detail provided in the last eligibility evaluation to determine the level of support she will receive at the college level. The U.S. Department of Education’s Office for Civil Rights, which is the primary enforcement agency for college access under Section 504 and the Americans with Disabilities Act (ADA), makes the following points about documentation in their booklet Students with Disabilities Preparing for Post Secondary Education: Know Your Rights and Responsibilities:
“Schools may set reasonable standards for documentation. Some schools require more documentation than others. They may require you to provide documentation prepared by an appropriate professional, such as a medical doctor, psychologist, or other qualified diagnostician. The required documentation may include one or more of the following: a diagnosis of your current disability, the date of the diagnosis, how the diagnosis was reached, the credentials of the professional, how your disability affects a major life activity, and how the disability affects your academic performance. The documentation should provide enough information for you and your school to decide what is an appropriate academic adjustment.”
“Although an Individual Education Plan (IEP) or Section 504 Plan, if you have one, may help in identify services that have been effective for you, it generally is not sufficient documentation. This is because post-secondary education presents different demands than high school education, and what you need to meet these new demands may be different. Also, in some cases, the nature of a disability may change.If the documentation that you have does not meet the postsecondary school’s requirements, a school official must tell you in a timely manner what additional documentation you need to provide. You may need a new evaluation in order to provide the required documentation.”
So, how much documentation will be enough? Tomorrow, I’ll outline the six core elements of documentation that should help you evaluate your current documentation.
Heather Creech, M.A. CCC-SLP
Educational Consultant

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Need more time for the SAT or ACT? Let's get started!

Jared Hobson — Fri, 16 Jul 2010 15:00:17 +0000

The College Board is responsible for determining appropriate accommodations for students who need them. Accommodations can be approved for how all testing materials are presented (large-print materials, audio DVD), how answers are recorded (computer, Braille recorder), and how the tests are timed (extended time, testing over multiple days). To apply for accommodations, follow these simple steps:
SAT:
Forms: Complete the Student Eligibility Form with your high school’s Special Education Coordinator.
When: Do it as early as possible, preferably in the spring before the year you plan to take the test.
What to look for in the mail: You’ll receive an eligibility letter that will explain the accommodations that the College Board has approved for you. The letter also includes an SSD Eligibility Code. You’ll need this SSD Eligibility Code when you register to take the test. Your school will also receive a letter that outlines your accommodations.
ACT:
Forms: Complete either the Application for ACT Extended-Time National Testing OR the Request for ACT Special Testing Form with the help of the Special Education Coordinator at your high school.
When: Do this as early as possible. The final deadline is typically four weeks prior to the date of testing.
What to look for in the mail: If you’ve been approved for accommodations, it will be noted on an admission ticket and a letter that you will receive in the mail. Your school will also receive a letter explaining your accommodations.
While you are required to complete separate applications for an accommodated SAT and an accommodated ACT test, once you’ve been approved, you don’t need to apply for accommodations again. And if you decide to complete either test more than once, you can register for accommodated testing either online or by paper. Just remember to include your code.
Good luck!
Heather Creech, M.A. CCC-SLP
Educational Consultant

The post Need more time for the SAT or ACT? Let's get started! first appeared on College Admission Counseling.

Need more time for the ACT or SAT?

Jared Hobson — Thu, 15 Jul 2010 15:00:41 +0000

If you’ve been diagnosed with a learning disability, you may want to consider requesting special accommodations when you take the SAT or ACT. Depending on your learning disability, accommodations could include extended time to complete the test, testing over multiple days, access to an audio DVD, or a specific seating arrangement. Students with ADHD, for example, may be able to take the test with extended time in a room with fewer students. There’s no additional charge to complete an accommodated test, and because college admissions committees don’t know when tests were taken under modified circumstances, you shouldn’t hesitate to request accommodations if you need them.
To request an accommodated test, work with your school’s Special Education Coordinator. The process is fairly simple, but timing is really important. Be aware that if you register for the SAT or ACT before you’ve been approved for accommodations, you’ll be registered to complete the test under standard conditions. And if you happen to receive accommodations after you’ve completed the testing, you can’t go back and cancel your scores after the published score cancellation deadline. To receive accommodated testing, you’ll need to complete a separate application and, depending on the date of your most recent assessment and your specific learning difference, you may need to provide additional documentation from your school or medical provider. Just remember to begin this process as early as possible. It may take time to track down the appropriate documentation. And if you’re denied accommodations by the College Board, you’ll want plenty of time for the appeal process.
Check back tomorrow. I’ll review the procedure you need to follow to receive accommodations for the ACT or ACT.
Heather Creech, M.A. CCC-SLP
Educational Consultant

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Featured LD Program: Curry College

Jared Hobson — Mon, 28 Jun 2010 15:00:01 +0000

For LD students looking for a small, coed, liberal arts college with a comprehensive LD Program, Curry College is a great choice. Located just seven miles from downtown Boston, this college of 2,000 students offers an average class size of 20 students and a 12:1 student-faculty ratio. 25% of the student population here participates in the PAL Program, the Program for Advancement of Learning. This structured support program provides access to assistive technologies and assistance to LD students in a proactive, strength-based environment. In the PAL Program, every single student is enrolled in mainstreamed in classes with additional support. Students are assigned to staff based on his or her area of expertise. This mentor then provides support in individual and/or small classes to develop strategies in areas like reading comprehension, written language, speaking, listening, organization, and time management.
I do want to mention that that PAL is definitely not designed for students who have a primary diagnosis other than LD or ADD/ADHD. It’s also definitely not for students whose overall cognitive ability is in the low average range or below or for students who demonstrate a significant need for social skills support or remediation. On average, students who are most successful at Curry participated in a college prep curriculum in high school, earned a 2.7 – 3.3 G.P.A., and scored between a 950 – 1100 on the SAT.
To learn more about Curry College visit: https://www.curry.edu/Academics/LD+Program+%28PAL%29/All+About+PAL/
Heather Creech, M.A. CCC-SLP
Educational Consultant

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Are You a Match? Interviewing Staff at the Disabilities Services Office

Jared Hobson — Thu, 17 Jun 2010 15:00:06 +0000

The next step is to arrange a meeting with the Disability Services Office on campus. Come prepared! Call prior to arriving on campus and come prepared with a list of questions. Having this conversation will allow your family the opportunity to become familiar with the Disability Services Office and the services they provide, the accommodation procedures, and other college resources. Most importantly, it will help alleviate some stress in learning to deal with a new environment. During your visit, size up your comfort level in working with the personalities in the Disability Services Office by asking a few of the following questions:

What is the application process for students with learning disabilities?
What services are available for students with learning disabilities?
What documentation is required?
What will I need to do to receive the necessary services?
Are there any additional fees for the services you provide?
Is there a separate application for the Disability Services Office?
Will I have access to a case manager on campus?

Remember, the whole purpose of accommodations is to give your student the opportunity to demonstrate mastery of course curriculum by minimizing or even eliminating the impact of a disability. The bottom line? Be proactive in knowing where to go and what services are available.
Heather Creech
LD Educational Consultant

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Getting to Know the Disability Services Office

Jared Hobson — Wed, 16 Jun 2010 15:00:59 +0000

Before filling out that application, you really should contact the Disability Services Office by phone or by email and request all materials you will need to start the application process. Colleges love to send out information, and among the materials they will send your family are the documentation guidelines. Something you’ll notice right away is that families (not high schools) are responsible for verifying that existing documentation meets the college or university’s requirements. To be safe, request additional copies of your student’s evaluation results from your high school or testing service provider. You might also need to schedule an appointment to complete additional testing to provide some supplementary information. Be advised: preparing this documentation can take time, so complete this step as early as possible in the application process. And allow the Disability Services Office sufficient time to review the information and become familiar with your student’s accommodation needs. Any delay can mean a postponement in receiving appropriate accommodations.
Heather Creech
LD Educational Consultant

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Compatibility & the Disability Services Office – Do you need it?

Jared Hobson — Tue, 15 Jun 2010 15:00:27 +0000

High school students who have typically relied on the support of their parents and other adults when it comes to negotiating accommodations will find themselves in the driver’s seat when they get to college. Most parents and professionals involved with preparing students with learning disabilities for college would agree that independent decision-making and the ability to express one’s needs are two critical elements of self-advocacy. However, success with making decisions and communicating one’s needs can be intimidating. In the college classroom, for example, a student with dyslexia who processes written material more slowly will need to step up and do some self-advocating. If he doesn’t, it can mean the difference between passing and failing.
Given that self-advocacy is equated with success, establishing a positive relationship with a college or university needs to be a top priority. So, over the next couple of days, I’ll talk about how to go about establishing a relationship with the Office of Disability Services.
Heather Creech
LD Educational Consultant

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