We live in eastern Massachusetts and yes I have researched Landmark. D20 knows about it and is on to that. She thinks it’s for kids with severe problems and is not interested in anything about it. One of the early neuropsych people recommended it in elementary school .
She has found ways to deal with the dyslexia, mostly by reading very slowly and looking things up on line rather than in books. She still misreads critical things at times (traffic signs! We’ve been working on that) and can’t spell to save her life but is able to laugh about that a little.
In case I haven’t said it enough, her determination and resilience are really remarkable. Some days I don’t know how she walks back in to school, but she does.
I feel for you, one of my sons has inattentive ADHD (and just finished his freshman year in college). The thing is, your daughter is totally calling the shots: you can’t talk to her about this even, because she melts down, let alone have her be open to trying new techniques or going to counseling. My advice to you is that you should put your foot down and make it a condition of you paying for college that she go to counseling and/or tutoring so she can learn other ways besides grinding hard work to deal with her dyslexia and ADHD. Those things will stand her in good stead the rest of her life, much more than accommodations will. (I suspect once she isn’t in denial, the accommodations issue will take care of itself).
Remember: you are the parent, you have some power here, you see your daughter heading for the rocks – you can do something about it!
@cinnamon1212 I hear you loud and clear because I think about this quite a bit, when to intervene with her and when not to. While she has been completely unwilling to see a therapist or “coach” about anxiety/school stress, she does use tutors. Throughout middle school she had a special ed tutor which really made all the difference in her approach to school. They worked on reading, writing, and executive function skills. It was very helpful and she has continued to use those skills. She stays right on top of assignments, plans ahead for long term projects, never turns in anything late, and is quite organized albeit with a unique quirky system that wouldn’t work for anyone but her. She plans out all her work, but runs into a panic when everything takes longer than she budgets. Still, she gets it done.
At various times she has had private tutoring for math and/or foreign language, neither of which come easily to her.
She was not thrilled about ACT tutoring but accepted it because I saw that train wreck coming from way down the track.
So she does use academic help willingly. It’s common in her school for students to have tutors and some of the top students are the ones with the most tutoring (Russian Math anyone? ). Tutoring doesn’t feel “bad” to her and she doesn’t interpret it to mean that she is somehow defective.
I’ve planted the counseling seed enough times that I hope it will eventually bloom . Will keep trying through senior year. I never thought she’d accept extra time on the ACT but she did.
Saw your post after PM’ing. If she is willing to use tutors for time management and planning, that’s great! If you call Landmark, they can refer you to some good ones. Some campuses will only offer this kind of tutoring if you are registered with the Disabilities Office, some don’t have it at all, and some make it available to all (sometimes with peers). I know people who have used tutors recommended by Landmark for all kinds of things, and we got the name of a really good one too from them. Your daughter wouldn’t have to know it is from Landmark Maybe that’s a start…
Like @garland , the institution where I teach leaves it up to the student whether or not they bring the paperwork to me as their teacher. I have not received notification from the ODS.
@Jennifer2 may be a good question to ask at different colleges in case your D is willing to undego new testing and have an access plan in place at any point. I have had students who chose not to register with ODS or who did and shose not to share accomodations with me as a teacher at first, who later decide to go through the testing, register with ODS, share a plan, etc… So, even if right now your D is resistent, knowing how things work at different schools ahead of time could be helpful.
It may also be helpful to find out how each school handles academic standing (probation, suspension), scholarship renewal (when based on GPA), and SAP (Satisfactory Academic Progress – for federal financial aid). Each school seems to handle things differently, so knowing that information could help with school selection in the event that your D struggles with the transition.
I am a first year advisor at my institution, and have seen many students who completed high school AP, IB, Dual Enrollment programs with high GPAs, struggle with the transition to the way college course work is paced, graded, and structured. In some High Schools homework counts for a lot, there are many opportunities to redo work to raise the grade, extentions are given, extra credit work is allowed, and faculty (and parents) closely monitor a student’s work and assignments. This happens MUCH less in college, if at all. Each school will have different policies and resources available to students.
Maybe that’s a start…