Edge Foundation Blog

Dear Coach:
My memory sucks! I’m only 21 and feel like an old person. If I need to go into a room for something, by the time I get to that room I have forgotten what it was I went in there for. I’m constantly repeating myself in conversations because I forget what I’ve already told people. Leaving notes for myself just doesn’t cut it. Is there anything that can help people like me?

Signed,  Forgetful

Dear Forgetful,
Memory problems and ADHD often go hand-in-hand. So please know you aren’t alone in your forgetfulness. There are, of course, lots of different things that you can do to cope with this type of challenge: writing notes on sticky pads or leaving yourself a message on your cell phone are two options. They key is to experiment with different reminder methods to figure out which works for you and why. For some people jotting down downs of notes solves the problem. But for people who are not visuallearners, that is learning primarily using their sense of sight, it doesn’t work so well. A person with an auditory learning style may need to hear the reminder (thus the phone message suggestion). And the string tied around your finger was a memory tool custom made for kinesthetic learners.

A skilled coach can help you learn about yourself, help you understand your strengths, and work with you to develop coping skills to compensate for your weaknesses. Edge coaches will not just recommend coping mechanisms but help you understand why some will work for you and why others may not. They will help you tap into your unique talents and help you to sharpen your edge.

ADHD and Learning Styles

For more information about how to use your learning style to your advantage when getting organized, check out:
http://www.edgefoundation.org/blog/2009/12/21/getting-organized-learning-what-works/

If you’d like to discover more about your learning style, you can take a quick assessment here:

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

Another quick assesment can be found here: 

http://www.agelesslearner.com/assess/learningstyle.html

For an interesting list of learning tools targeted towards each learning style (warning, this could be a time waster; there’s so much to click on!):

http://www.collegeathome.com/blog/2008/06/10/100-helpful-web-tools-for-every-kind-of-learner/

Do you have a question to ask our ADHD Coach? Please leave it in the comments.

If you or your child has ADHD and is starting to think about finding a college to attend, you’ve probably been Googling “ADHD friendly colleges” and “ADHD college programs” hoping to find the perfect program for your needs. You already know a host of factors such as cost, size and location are important ways that all potential applicants judge a school. This post outlines five of factors you can use to help you evaluate if your potential schools will be a good fit for ADHD.

1. Research the disability program at the school thoroughly

It is important to know what percentage of students with disabilities attend the school and how active and approachable the disability office is.

a. Ask about counseling, mentoring and advocacy programs.
b. Find out what services the office provides in general before seeking your own specific accommodations. For example, many colleges have programs where note takers or written outlines are available through the disability office.

2. What types of counseling and support groups are available on campus?

This might be important to supplement the care providers that you are currently dealing with at home. In many cases, on campus counseling can act as a liaison between your mental health care provider and the disability office or administration.

3. Research curriculum flexibility

Many schools offer students a choice of papers versus exams or some type of hybrid. This is important if you have a specific strength or weakness in one form of evaluation or another. Additionally, you should research the flexibility of spreading course requirements over longer periods of time to reduce stress and maximize your grade point average.

4. Research the importance of your ADHD documentation

Find out how the school will acknowledge and rely upon your previous Individualized Education Program (IEP) or 504 plan in understanding your special needs.

a. Have a working knowledge of your diagnosis and your particular needs and have a game plan going in.

b. Make sure you continue to have access to your academic and disciplinary records. (see What you need to know about ADHD and your legal rights when you turn 18 for a detailed discussion of how your rights change once you become 18).

5/5/10 Update: As pointed out in the comments, documentation at the college level often means a psychoeducational evaluation or information from a physician detailing the specific academic impact of the ADHD.  Be sure to  research the documentation requirements of the colleges you are considering.  Your high school can be a resource to help you obtain an updated psychoeducational evaluation.

5. Don’t make the transition alone

Find a coach that is specially trained to understand the specific manifestations of your ADHD and help you learn to advocate for yourself and to maximize your strengths and navigate around your weaknesses.  Edge Foundation specializes in matching high school and college students with specially trained coaches who provide support, structure and accountability to bridge the difficult transition to college that is particularly difficult for those with ADHD.

Other ADHD & College Resources:

Visit http://www.edgefoundation.org/schools/adhd-friendly-colleges/ for a free College Survival White Paper.
Plan now so you don’t crash and burn in the fall

Last week we spoke about how to become a better legal advocate for yourself.  Part of that process is gaining an understanding of all of the terminology that surrounds special education.  Here’s a list of the most commonly used terms and their meanings.

504 Plan

A plan setting forth services and/or Special Accommodations for a child with a disability, pursuant to Section 504 of the Rehabilitation Act of Counterpart of an Individualized Education Plan (IEP) under the Individuals with Disabilities Education Act (IDEA).

Americans with Disabilities Act (ADA)

A Federal anti-discrimination Statute that can be used to protect students with disabilities from discrimination in pursuit of a major life activity (ie Education). The Act prohibits disability based discrimination by agencies receiving Federal funding.

Assistive Technology

An external device or functionality that seeks to remediate a learning disability, or other disorder, or to provide equal access to educational services to children with disabilities.

Attention Deficit/ Hyperactivity Disorder (AD/HD, ADHD and ADD)

This general term encompasses Attention Deficit Disorder (ADD), hyperactive, inattentive or combined types.

Behavior Intervention Plan (BIP)

A plan of positive behavioral interventions, made a part of the IEP of a child whose behaviors interfere with that child’s learning or their peers.

Code of Federal Regulations (CFR)

Set of administrative regulations established by the United States Department of Education to interpret IDEA.

Committee for Special Education (CSE)

Sometimes referred to as the special education team, that is required by the Individuals with Disabilities Education Act (IDEA) to provide an Individualized Education Program (IEP) to address the needs of children from Kindergarten through High School Graduation, or the age of 21, who qualify for Special Education Services pursuant to the statute.

Committee for Preschool Special Education CPSE

Similar in operation to the Committee for Special Education, but deals with children from two years of age up to Kindergarten.

Co-Morbid Disorder

A disorder, or Specific Learning Disability (SLA) that is present along with another functional disability.

DSM IV

Diagnostic and Statistical Manual of Mental Disorders (Fourth Addition) published by the American Psychiatric Association. It is the main diagnostic reference for mental health professionals in the United States.

Due Process Hearing (Impartial Due Process Hearing)

An impartial hearing which commences upon a formal request by either parents or LEA. The hearing is conducted before an Independent Hearing Officer (IHO) or Administrative Law Judge (ALJ) who takes testimony under oath and presides. The hearing is stenographically recorded and a written decision is required to resolve the dispute between the parties. Either party can appeal the decision of an IHO to a State Review Officer (SRO).

Family Educational Rights and Privacy Act (FERPA)

Federal Statute that ensures both the right to privacy and access of a student’s educational records. It is important to note that the protection of this law for children under 18 belongs to the parent and/or legal guardian, while that protection switches to the child at age 18, subject to a few limited exceptions schools and parents must obtain written consent of the student to share educational information.

Free Appropriate Public Education (FAPE)

See IDEA

Independent Hearing Officer (IHO)

An officer appointed by a State Department of Education to hear disputes between parents and school districts at a Due Process Hearing. Depending upon the testimonial record, an IHO has the authority to subpoena documents, and/or order either side to comply with his or her directive.

Individuals with Disabilities Education Act (IDEA)

An Educational Statute enacted by the Federal Government and codified under 20 USC 1400. IDEA governs children up to the age of 21 or up to achieving their high school diploma. The statute, now referred to as the Individuals with Disabilities Education Improvement Act, ensures that children with qualifying disabilities receive a Free Appropriate Public Education (FAPE).

Individual Education Program (IEP)

An education program required by the Individuals with Disabilities Education Improvement Act, to be designed to meet the specific needs of a disabled child who qualifies for Special Education. The IEP must contain annual goals and be reviewed on an annual basis.

Learning Disability (LD) or Specific Learning Disability (SLD)

A disability category under IDEA which includes disorder s that affect the ability to understand and/or use spoken or written language, or which may be manifested by difficulties with listening, thinking, speaking, reading, writing, spelling and/or performing mathematical calculations. LD or SLD also includes minimal brain Dysfunction (AD/HD), dyslexia, dysgraphia developmental aphasia and other disorders.

Least Restrictive Environment (LRO)

A requirement under IDEA, that special education and/or related services be provided in, or as close to a main stream environment as is possible or practicable under the circumstances.

Local Educational Agency (LEA)

The local school district responsible for providing services to a student or group of students.

Mediation

A procedural safeguard under IDEA to resolve disputes between parents and LEA’s. Mediation is a voluntary alternative to a to a due process hearing and may not be used to deny or delay a due process hearing. The medication must be conducted by a qualified and impartial mediator who is trained in effective mediation techniques. The decision of the mediator is non-binding and a disagreement between the parties can still be the basis for a due process hearing.

Obsessive Compulsive Disorder (OCD)

is classified, in DSM IV as an anxiety disorder characterized by distressing intrusive thoughts and/or repetitive actions that interfere with the individual’s daily functioning.

Occupational Therapy (OT)

is a related service used to remediate deficits or developmental problems with sensory integration and fine motor skills.

Oppositional Defiant Disorder (ODD)

refers to a recurrent pattern of negative, defiant, disobedient and hostile behavior toward authority figures lasting aat least six months.

Section 504 of the Rehabilitation Act of 1973 (504)

A Civil rights statute prohibiting recipients of Federal funding from discrimination on the basis of a disability.
Special Education PTA (SEPTA) – Branch of the local Parent Teacher Association specializing in issues concerning children with special needs.

State Review Officer (SRO)

An officer appointed by the State to review the decision, on appeal, of an Independent Hearing Officer (IHO) after a Due Process Hearing.

Traumatic Brain Injury (TBI)

is a disability category under IDEA which includes acquired injury caused by external physical force and open or closed head injuries that result in impairments. It does not include congenital or degenerative brain injuries or injuries caused by birth trauma.

Going off to college and becoming independent is difficult for everyone. There’s so much to be learned about being out on one’s own. It’s a very exciting time and most kids are pretty excited to turn 18 and are eager to take on a new level of responsibility. If you have ADHD there are two very important legal changes to pay special attention to when you turn 18:

• IDEA disability protections change
• FERPA (Family education Rights and Privacy Act) transfers privacy rights from your parent to you

Legal protections and disabilities in college

The laws that protect students with disabilities are not the same when you move on to college and graduate school. Before you graduate from high school, if you have a disability such as ADHD you are protected under the Individuals with Disabilities Education Improvement Act (IDEA). You also are protected under section 504 of the Rehabilitation Act of 1973 (Section 504). IDEA includes a concept known as “Child Find”. Child Find makes school districts responsible to seek out, evaluate and provide services for students with special needs.

When you turn 18 (or leave high school), the only protections that remain are those found in Section 504 and the Americans with Disabilities Act (ADA). IDEA and Child Find no longer applies. While still guaranteeing that you can’t be discriminated against based upon your disabilities, it is now up to you to come forward, provide documentation of your disability, and request appropriate accommodations.

In college, therefore, a working knowledge of the law, an understanding of your disability and an ability to communicate your needs to your school and instructors is crucial. Unfortunately you may not be prepared for this new advocacy responsibility because you haven’t had a chance to take a meaningful part in the advocacy process during high school. Why? Many parents have tried to protect you by taking the position that your disability should be a closely guarded secret to keep from the rest of the world. Other parents may not have involved you, their child, in working with the school, identifying your own needs and seeking services.

FERPA and Privacy Rights

Another legal area that changes with the move to college is your right to privacy. The Family Education Rights and Privacy Act (FERPA) was enacted to ensure that parents have access to their children’s educational records and to protect the privacy of students by limiting access to these records without parental consent. Both the access to your records and the restriction of that access is controlled by parents while you are underage. The privacy rights conferred by FERPA, however, automatically transfer to you when you turn 18 or you begin attending a post secondary institution, at any age. (The only exception being when you are still declared a dependent for tax purposes.)

When you become an adult or leave high school, you have control over the access to your educational records and not your parents. This sounds great, right? But if your parents have been in charge of advocating for you with your school, they will no longer be able to help you without you being directly involved. And unless you’ve already been involved with advocating for yourself you may not know where to start or even which records to access.

What can you do now to become a better advocate for yourself?

• Educate yourself on the law. A great site to find out more about the American Disabilities Act and its impact on you is Wright’s Law. http://wrightslaw.com/info/sec504.index.htm And stop back here at the Edge blog next week where we’ll go over a list of disability related terms you should be familiar with.
• If you are still in high school, get involved. Ask to see your 504 plan or IEP. Talk with your parents about what they’ve learned about what works and what doesn’t for advocating for you.
  Get copies of your evaluations and review them with your parents before you go to college so you have documentation ready when you need proof.
• Find out who the contact person in your school is before you attend. If you can’t figure it out, ask for help. A coach can be a great resource for helping you figure out how to navigate the system and to learn to advocate yourself. You don’t have to do it all by yourself!