<p>I am interested in knowing if anyone has carried over a 504 from high school to college, for a student with Bipolar Disorder. High school 504s seem to be very boiler plate, with extended time on tests and some assignments given to just about everyone with a 504. Those accomodations would seem to apply more to a student with learning disabilities. What about the student who needs accommodations to reduce stress more in terms of living arrangements and actual course load? Does anyone have experience with that in college?</p>
<p>Check with the disabilities offices for schools you are interested in.</p>
<p>I do not quite understand the difference between 504s and IEPs (which my son has for an LD) but in general the wisdom is to speak with colleges individually as they all handle accommodations in a different manner and will let you know what documentation is required. If you have a close-by university or LAC that accepts commuters that might be a very viable option for a student who cannot take a full course load and live in a dorm situation. At the very minimum you would want to find a college that would allow a less than full-time course load and to ask about housing requirements related to a less than full-time freshman.</p>
<p>They just said to bring the high school 504 and suggestions from the psychiatrist. I am interested in anyone’s experience with crafting a 504 specifically for a college student with bipolar, so that I can add to the psychiatrist’s input.</p>
<p>momofthreeboys (we’re kind of twins in name!), my daughter will be going to school one hour away, in Manhattan. I would like her to have 4 courses instead of 5, which would still be fulltime. She wants very much to live in the dorms; I just want to ask if she might have a little more input than the usual for room mate placement (like someone quiet? guess that would be hard to request!)</p>
<p>You will not receive a 504 or an IEP. Colleges are not required to use those documents. The information you received was correct. Bring in those documents from high school and any other documentation from the psychiatrist. The disabilities officer will review them and determine what the appropriate, reasonable accommodations are. You may ask about specific accommodations if you have some in mind. </p>
<p>Since you’re thinking accommodations with regard to living arrangements, the disabilities officer may need to consult with the dean of students, so don’t be surprised if you don’t walk out with a list that day.</p>
<p>Section 504 of the Rehabilitation Act applies to any organization that accepts federal funds. This includes any college that accepts Pell grants or research grants.</p>
<p>That’s good that she can handle the lower end of what constitutes a full load…one less hurdle.</p>
<p>Right, my understanding is that colleges are bound by law to honor the 504. As an adjunct profesor myself, I am frequently presented with 504s mandating that I give extra time on tests and assignments without any real guidelines (like how much extra time) or without knowing the disability involved (not that that would be my business).</p>
<p>Yes, they must honor section 504 of the civil rights act. They do not, however, produce a document, commonly called "a 504,” that students bring with them to college when requesting accommodations. I thought the OP was asking about a written plan, like those received in high school (and often called a 504)</p>
<p>Yes, I should clarify, momofthreeboys, that my daughter, during her hardest time (pre-diagnosis, and before the right medication was prescribed) was able to score 2120 on her single -sitting SAT, hold down a schedule of all AP and honors classes, be named a National Merit Commended Student (perfect score in writing), and win awards for poetry and photography. Extremely humble and non-assuming kid, too. She has been able to handle challenge and stress, but at a cost to her well being, as it was later revealed, so I want to be sure she is engaged without being over-stressed – a very delicate balance.</p>
<p>In my position as adjunct at a state university, I am presented with a letter from the Disabilities Services Office at my college regarding students with 504s. Isn’t that the samething as having a documented 504? Or is it not the same kind of plan as in high school. I’m simply told to give more time on tests and assignments, and I do so as the student indicates the need.</p>
<p>OP, I would encourage your D to advocate for herself. It sounds like she is very capable. Is she also in therapy, learning techniques to help with anxiety, etc.? Is she dedicated to taking her medication? Is she prepared to perhaps need more than 4 years to graduate from college, if she is going to take less than a full course-load each semester? Is she planning on taking summer classes to stay on course for a 4 year plan? If she thinks things through before hand, I bet she would do a beautiful job speaking to the powers that be regarding her time at college. Many schools also offer single rooms, so she might not have to have a roommate at all. Roommates often bring stress…Your D will have to advocate for herself as an adult, just like we all do. I was in therapy for depression ALL during college, but I didn’t have any formal plan, just did the best I could, and dealt with professors, deadlines, very rough times, etc as they arose. Now we have labels and documents, but I think that just learning how to identify what my struggles were, and learning how to handle the effects, was a huge, valuable part of college and prepared me to live away, start a career, and have to function. The pressure of having to write papers, go to class etc, also saved me from going to a really, dark, stay in bed all day kind of place. If I had sort of had permission to fall apart, stop functioning, etc, I think I might have used it.
I hope your D’s college years are very healthy, fulfilling ones. You can bet she also won’t be the only student dealing with mental health issues.</p>
<p>Thanks, teachandmom. My D is capable academically, but extremely shy with some social anxieties. That’s where I’m concerned about self-advocacy. Also, the school she will be attending (the one she wants to attend most out of 8 applications) has an all-suites dorm, and she will be with at least 5 other people, including one or two in her bedroom. That’s a concern, too, but with her shyness, she says she definitely doesn’t want to room alone, for fear of not connecting socially. Very trying time, but it is true, that many of us made it through with all kinds of issues and no documentation. But the suicide rates were there in my college days (the 70s) and are pretty well-publicized now, so that is another concern with having a student with bipolar learn things the way I know I had to (not bipolar, but some baggage like we all have), and as did others in my college days who, in retrospect, had mental health issues. There is no substance abuse history here nor hospitalization, but yes, frequent therapy and medication regulation.</p>
<p>We use a wallet-sized card at my place of employment that the student presents to professors. It lists required accommodations and identifies a student as having a registered disability, nothing more. Professors don’t typically give the accommodations, like extended time. Students need to go to the disabilities office to test so they can be ensured of receiving them in the best environment (no noisy professors offices, etc.)</p>
<p>The typical 504 plan from high school and below is a comprehensive plan for success. The accommodations provided by the college disability office are designed to provide equal access, not ensure success. This is the toughest one for parents and students to wrap their heads around. The college “team” is likely to include the disabilities officer and the student. There won’t be mandated meeting as specified intervals to discuss regular modifications. Confidentiality is more strictly enforced. As you know, teachers and other personnel have no right to know why they are providing accommodations, only that they must.</p>
<p>The level of accommodations required at the college level is lower than in high school, because, legally, college is not compulsory. There have been court cases that establish precedent as things go along- it is a relatively new field. Accommodations cannot cause undue administrative or financial burden on the school, or change academic standards.</p>
<p>Disabilities offices don’t use 504 plans or IEP’s, though those documents may be helpful. Often the real purpose of disabilties offices is to “guard the curriculum” against any changing of academic standards due to accommodations.</p>
<p>Every school is different, but generally the disabilities office will provide the student with a letter saying that the student is registered with them, sometimes saying something about accommodations (often limited) but not revealing the nature of the disability, which is confidential (though some schools keep the info on file so prof.'s can look). It is up to the student to give the letter to each professor and talk to the professor about what he or she may need. Or just give the letter. </p>
<p>Then, generally, when there is a problem, the student gets a doctor’s note for each incident or situation, and communicates with the professor about an extension or absence or whatever will help.</p>
<p>Often it is a dean that actually supports the student in this, not the disabilities office (the disabilities office might deal with rooming situations, physical access, that kind of thing more than academic accommodations). The dean can also e-mail the professors to validate the student’s need. There is still discretion on the part of the professors: some will not excuse absences no matter what, for instance.</p>
<p>Some schools’ don’t have a disabilities office. In that case, some administrator will deal with these things. We have seen letters for professors that have a list of accommodations, and letters for professors that say barely anything.</p>
<p>The best thing to do is to write the letter yourself for the psychiatrist to sign. There are plenty of lists available online for accommodations for bipolar. Is this bipolar 1 or 2? With psychosis or not?(Don’t answer, but it is important to explain these things to the college in the letter.)</p>
<p>It can also help to have a neuropsychological test done: most kids with bipolar also have ADHD, inattentive at least. Meds also affect academic functioning.</p>
<p>Here are some possible accommodations.</p>
<p>Single room (in a suite is fine)
Excused absences for appointments or illness/flares
Notes from classes missed, or in case of tremor
Extra time (time and a half) on tests or exams, classwork, or assigned work if needed
Extensions on papers and projects
Incompletes (especially to avoid withdrawal from courses)
Reduced course load (and financial aid for the extra semesters)
Use of Smart Pen, Dragon, Mindmapping software, Kindle, audiotapes if helpful (provided by family)
Counselor, advisor, tutor, access to psychiatry etc.</p>
<p>Feel free to PM me.</p>
<p>Thanks, compmom. I want to digest all you’ve mentioned here and then will likely pm you. I would like to ask for a private room in the suite, but since no freshman get that arrangement, other than those with a disability, I don’t want my daughter resented or stigmatized…unless maybe she were in a suite with another single-room freshman with a disability? Then there is the cost to consider – in Manhattan, very steep.</p>
<p>At some schools the single room is the same cost as a double.
If the student isn’t ready to advocate for themselves, in and out of the classroom, perhaps a gap year is in order to prepare them to do so.</p>
<p>If a student has a single or other arrangement due to a disabilty, then the cost is not increased. </p>
<p>It is true that other students often wonder why a freshman has a single, in some schools. It is up to your daughter whether the benefits of a single outweigh the negatives, which are mainly gossip and not having a roommate to start college off with. Having control over sleep can be especially helpful to a kid with bipolar disorder. White noise CD’s can also help, things like that.</p>
<p>I can see sending your child to residential college as a challenge. From what you write here she is bipolar and unwilling to advocate for herself. It is not her fault that she is bipolar but it is imperative that she be able to advocate for herself before she goes into a living arrangement that includes people other than family members. I would think twice before sending my child into such a situation. Perhaps she can attend college and continue to live at home where you can continue to advocate for her until she is willing to do so herself.</p>
<p>Additionally, a person with bipolar can be difficult for other people. This may cause your daughter anguish and exacerbate her disease. People with bipolar are as smart as anyone else. However, they do not act like everyone else. If she is lucky enough to get room mates who can accept her quirks she will be fine. If not, what happens to her?</p>