Help and advice for high school students with ADHD wanting to enter college.

Developing Self Knowledge

Successful college students with ADHD or learning disabilities, college advisors, as well as campus Disability Support Services staff agree that developing knowledge about one's self - the nature of one's ADHD or learning disabilities as well as one's personal and academic strengths and weaknesses is vital in getting ready for college.

Students need to become familiar with how they learn best. Many successful students with ADHD or learning disabilities acquire compensatory learning strategies to help them use the knowledge they have accumulated, to plan, complete and evaluate projects, and to take an active role in shaping their environments. They need to learn how to apply strategies flexibly, and how to modify or create strategies fluently to fit new learning situations. For example, compensatory strategies may include:

• allowing more time to complete tests, papers, and other projects
• listening to audio tapes of text books while reading
• making up words to remind students to use the knowledge they have

For example:

• F.O.I.L. (First Outer Inner Last) to remember the sequence of steps in solving algebra problems when in school
• P.A.L. (Practice Alert Listening) when talking with friends and family, at work, and in school
• U.S.E. (Use Strategies Every day)

All students learn from experience. Those with ADHD or learning disabilities need to exercise their judgment, make mistakes, self- identify them, and correct them. Learning new information in a new setting, such as a college classroom or dormitory, can be frustrating. Setbacks are an inevitable part of the learning process, but can impair self-esteem, which is essential to taking responsibility for one's life. Self-esteem is built and rebuilt one day at a time. Students need explicit strategies to monitor and restore their self-esteem.

Some students have difficulty understanding or making themselves understood by their peers, families, and instructors. For example, some ADHD symptoms or learning disabilities may affect timing in conversations, or decisions about when to study and when to socialise. Students need to really think about how motivated they are. They should ask themselves these questions:

• Do I really want to go to college and work harder than I ever did before?
• Am I really ready to manage my social life?

In order to gain self knowledge check out the following ideas:

Become familiar with one's own difficulties. Since the professional documentation of the ADHD problems or learning disability is the vehicle for understanding one's strengths and weaknesses it is essential that each student has a full and frank discussion about that documentation with his or her parents as well as the psychologist or other expert who assessed the student. Students may want to ask questions such as:

• What is the extent of the disability?
• What are my strengths? How do I learn best?
• Are there strategies that I can use to learn despite these disabilities?

Learn to be "self-advocates" while still in high school! Self-advocates are people who can speak up in logical, clear and positive language to communicate about their needs. Self-advocates take responsibility for themselves. To be a self-advocate, each student must learn to understand his or her particular type of learning disability, and the resultant academic strengths and weaknesses. They must be aware of their own learning styles. Most importantly, high school students with ADHD or learning disabilities need to become comfortable with describing to others both their difficulties and their academic-related needs. At the college level, the student alone will hold the responsibility for self-identification and advocacy.

Practice self-advocacy while still in high school. Many students with ADHD or learning disabilities develop self-advocacy skills through participating in the discussions to determine the Individualised Education Program (IEP) and/or the Individualised Transition Plan (ITP). Armed with knowledge about learning strengths and weaknesses, the student can be a valued member of the planning team.

Develop strengths and learn about areas of interest. Students with ADHD or learning disabilities, as do others, often participate in sports, music, or social activities after school. Others try working in a variety of jobs or community volunteer projects. Activities in which a student can excel can help to build the self-esteem necessary to succeed in other areas.

ADHD and Understanding Legal Rights and Responsibilities

Recent legislation protects the rights of people with disabilities. In order to be effective self advocates, students need to be informed about this legislation. It is especially important to know about the Disability and SEN Act. High school students with ADHD or learning disabilities must understand their rights under Disability and SEN Act The school is responsible for identifying students with disabilities, for providing all necessary assessments, and for monitoring the provision of special education services. These special education services, which are described in detail in a student's Individualised Education Program (IEP) and Individualised Transition Plan (ITP), could significantly alter the requirements of the "standard" high school academic program.

The Disability and SEN also applys to higher education. Colleges and universities do not offer "special" education. Colleges and universities are prohibited from discriminating against a person because of disability. Institutions must provide reasonable modifications, accommodations, or auxiliary aids which will enable qualified students to have access to, participate in, and benefit from the full range of the educational programs and activities which are offered to all students on campus. Examples which may assist students with learning disabilities include, but are not limited to, the use of readers, note takers, extra time to complete exams, and/or alternate test formats.

Decisions regarding the exact accommodations to be provided are made on an individualised basis, and the college or university has the flexibility to select the specific aid or service it provides, as long as it is effective. Colleges and universities are not required by law to provide aides, services, or devices for personal use or study.