<p>My D was diagnosed with ADD at the end of junior year. It went unnoticed because of her brother's far worse symptoms. Her stats are 3.36 uw 3.56w 37 ACT and 1970 SAT superscored. She is planning on addressing her recent diagnosis in her personal statement. I have read conflicting advise on whether or not this is a good idea. Is there a consensus regarding this? She has not received any accommodations to date.</p>
<p>I don’t think it’s a good idea to include the ADD diagnosis in the personal statement–too much danger that it will come off as an excuse. It would be much better for that issue to be addressed in the letter from the Guidance Counselor. </p>
<p>Your daughter should focus on writing a personal statement that makes the reader think that she is an interesting person who would be good to have on campus.</p>
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<p>I agree with QuantMech. Let them first get to know your daughter for all of her finer qualities. Clearly it’s not an insurmountable issue since it went undiagnosed so long. Dwell on the ADD and it may sound like excuse-making or a problem that is much bigger than initially presented.</p>
<p>Well, a learning difference can actually be an advantage, particularly at the higher levels where the kids do their major work and work only in their strengths. However, given your daughter has recieved no accomodations in high school, the likelihood of her getting any in college is pretty much zero, anyway, and it’s not going to make much of a difference.</p>
<p>Does she take medication?</p>
<p>Medication is actually the main “accomodation” for ADD. I assume it is primarily inattentive and she has no H symptoms, given her late DX. (very commong for primarily innatentive in the brighter girls, actually.)</p>
<p>Good luck. You should feel good about her going to college. the primary indication for college success is GPA, and her GPA is excellent.</p>
<p>OP, I think there is a typo on D’s ACT score. 36 is highest possible score.</p>
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<li>ACT is 27 not 37.</li>
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<p>This one is a tough one because she’s just being diagnosed going into the application season. Not sure how she would approach this in an essay. The advice to have the GC touch on any related issues in the GC statement might be good advice. The 27 ACT puts her over the hurdle for many colleges. I’m assuming there’s been discussion with the physician regarding what your D now does with the information you learned going forward.</p>
<p>If she can write a solid essay about what she has done to overcome any struggles she has had, without a diagnosis, and can show that the diagnosis is more about putting a name to it than getting accomodations, it could be a great essay. Medication is not the only accomodation for ADD or ADHD - in fact she many standard accomodations would benefit all kids. When we asked for accomodations for my daughter in 5th grade, such as having homework listed on the blackboard in a certain spot every day, rather than simply written on the board and then erased, they noticed improvement among most of her classmates as well. She may have been forced to adapt in ways that all students will eventually adapt - just sooner.</p>
<p>It’s more a question of how well she can write the essay, and whether she can make it come across as overcoming an obstacle, rather than being an excuse. Her stats are good enough that she should be able to do so - nobody should have to apologize for a B+/A- average.</p>
<p>My oldest is dyslexic and did disclose. But, she wrote an essay about all the great things you get from being dyslexic. What great skill sets it’s given her and how she wouldn’t want to not be dyslexic even if it made some more traditional school work more difficult and time consuming. It was a great essay about what she loved about being dyslexic and got a lot of hand written comments.</p>
<p>But, that’s a certain perspective, gained over time, which your daughter has not yet had. Has she read driven to distraction? It’s a very good, very positive book about ADD.</p>
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<p>That may not be the case. Under federal law, schools at any level need to have services for qualified students. High schools tend to be somewhat ad hoc about this, but colleges tend to have at least an office–some with many employees–to provide services. Search for “disabilty services” on any college web site. There may be accommodations available at college not available in high school–ranging from note taking to learning specialists who work individually with qualified students. Not having had services or accommodations in high school doesn’t mean you won’t qualify in college.</p>
<p>My S was in the same situation as your D, and had extra tutoring until 8th grade, but didn’t want to go into HS with his teachers knowing he had ADD/mild-to-moderate Dyslexia, so S asked us and his middle school teachers to graduate him out of his IEP by the end of 8th grade. He continued to take the ADD medication as without it he was not able to stay focused on even basic assignments. He also applied to college without disclosing it, but made sure there he looked for a writing tutoring program that was well established as his biggest challenge is in that area. My S has many strengths, so having this label was more of a distraction than anything else. What we found was that some people (teachers, friends, and family) who were not well educated on these learning differences tended to label negatively and he could sense that. Once he got to HS we only brought it up with tutors and his doctors and for him I think that was the right thing. </p>
<p>His reading scores are extremely high (34 on ACT), but his writing on the ACT and SAT were below average. I think colleges can see that there is potential there, especially if the college requires an interview and have a conversation with our gifted kids that learn differently than the typical formula.</p>
<p>In the end it’s your D’s call, but I agree that you don’t want to make it look like some kind of excuse.</p>
<p>DS#1 grappled with this decision (also diagnosed junior year of hs) and after weighing all the advice decided not to mention it. Of all the pros and cons, the one that made the most sense is that you’re trying to make yourself stick out in the crowd and admissions officials have read a bajillion essays about ADD. (DS#3 also got a late-hs diagnosis but will not include it in his applications this year.)</p>
<p>Maybe she should write two essays – one about it, another one where it is not mentioned – and then ponder it for a while and get some feedback on the two essays.</p>
<p>The general rule of thumb is that you don’t mention your problems unless it’s a rousing story of how you overcame them. She went through school basically managing with an undiagnosed problem, and not everybody is persuaded by a late diagnosis of that problem; some just assume that it must have been mild, or sort of a judgment call on the part of the diagnosing clinician, and doesn’t mean much. Even then, as noted above, ADD in a solid but non-elite student is a garden-variety problem. I think the stories of adversity overcome are more compelling when there’s something truly unusual and extreme about the adversity, and maybe the type of adversity that is safely in the past, from the college’s perspective. Normal kids (and your D seems to be one) are probably better off focusing on their strengths, and how they will contribute to the academic community with those strengths.</p>
<p>Her stats are solid – she should have some nice college options – but you would appear at that level to be looking mostly at state schools and tuition-driven privates. I don’t think she can pole-vault into an elite tier of schools simply by explaining that “I did all this without help for my ADD”. I think in general, the admissions committees believe that you belong, and are likely to succeed, at the schools your stats would suggest for you, ADD or not.</p>
<p>I would say don’t write about ADHD/inattentive in an essay. </p>
<p>There is really no need to disclose during the admissions process.</p>
<p>Once admitted, she (with parent support) should contact the disability office. Be aware that the level of accommodation required of colleges is lower than that required by public schools, but a lot of colleges are very good with accommodations for ADHD. Colleges don’t want to change the standards of the education offered, and they do not want unreasonable administrative or financial burden for the college, but beyond that, tend to be very helpful.</p>
<p>If a letter and documentation is submitted by an MD, psychiatrist and/or neuropsychologist, then accommodations will probably be granted, regardless of what happened in high school. Colleges do not base their decisions on a previoius 504 of IEP anyway. (College Board however DOES require that accommodations were provided in school, for accommodations on the SAT’s. I am sure ACT is the same.) What may vary is exactly what accommodations and how they are implemented.</p>
<p>I suggest you write the letter for the professional to sign, if you can. There are countless lists online of accommodations for ADHD. Single room, extra time on assignments, extended time on tests, note taker, separate room for exam, reduced course load, tutoring, use of technology such as Smart Pen or Dragon (supplied by you), and others. Here is a great overview for you: [NAMI</a> | ADHD and College Accomodations](<a href=“http://www.nami.org/Template.cfm?Section=ADHD&Template=/ContentManagement/ContentDisplay.cfm&ContentID=106649]NAMI”>http://www.nami.org/Template.cfm?Section=ADHD&Template=/ContentManagement/ContentDisplay.cfm&ContentID=106649)</p>
<p>In general, the student is given letters to give to each professor at the start of the term. It is up to the student to give the letter to the professor in each of her classes. The letter will not specify the disablity but will say in general terms that the student is registered with the disabilities office and then lists the accommodations. The student can tell the professor whatever she likes.</p>
<p>Medication can help, but there are other approaches that can supplement meds or even replace them. My own child cannot take meds at all, so we have to make do with good diet, sleep, exercise, support - and accommodations that make all the difference between success and failure.</p>
<p>Coaching is great, but too expensive for many. Most campuses will have tutoring or advising resources for students, including those with ADHD.</p>
<p>One final note: every school will tell you that they would much rather see accommodations up for a worse case scenario, meaning maximum accommodations that anticipate problems, than see the student face a crisis and then have to chase a solution after the fact. So don’t feel shy about asking for accommodations and put everything that could help in the list. Also, schools recognize that it is hard administratively,as well as for the student, if some sort of failure happens and only then is the ADHD disclosed.</p>
<p>My son was diagnosed in pre k, and did disclose on some of his apps, although not in the essay. Some apps say something like “is there anything eles you would like us to know”. He disclosed that we made a decision treatment wise during a semester that he got his only C’s ( …about five of them). He has had no formal accommodations, but attended a very small school from age 3 to age 18 that really worked with us. His was largely a “behavior problem”. </p>
<p>His current school requires extensive documentation to get services from their disability center, including a fairly long form that most psychiatrists and pediatricians would not be able to complete. In addition, it seemed pretty clear that if you did not have accomodations in high school, you were not likely to get them there. All students have access to many services there, such as free tutoring for certain classes , and help with time management and study skills.</p>
<p>My D plans to disclose her diagnosis that took place at the end of her sophomore year…how else to explain that sharp upward swing her grades took after she began medication? She wants her prospective college to know the “real” her. She will be looking for schools that have services and small classes. The plan is to be brief: “I have this condition. I’ve addressed it and now I’m moving on” (that’s a paraphrase, of course). She’s worked very hard to overcome this. It’s not something she is (or should be) ashamed of.</p>
<p>I wouldn’t necessarily write the essay about it, but I would include it as part of her medical history or in the counselor’s letter in passing. My son is newly dx (past year) and we felt strongly that not disclosing it just added to an air of shame. You obviously have raised her to be comfortable with who she is , and all that means. NOT disclosing makes no sense in that context.</p>
<p>I think she should write the piece that is bubbling in her brain – clearly she has some things she’s cogitating about – and, when it is done, she needs to show it to an impartial reviewer (which is unlikely to be a parent) – have her show it to a teacher or counselor or wise family friend and ask “how does this strike you?”</p>
<p>I think having her set her thoughts down can be very powerful for her. Instead of “no, no, don’t do what you want to do” turn it into “make a draft and get some input” – a far more adult path (that writers everywhere use). </p>
<p>It bothers me when we approach a decision as and “either A or B and you must decide right this minute”. It may be that she writes a delightful, insightful, wonderful piece – or she may churn out a tub of whine and sob. Let her draft away – and encourage other drafts on other paths. There’s some time to do this. </p>
<p>The senior year and college apps are tough on teens and parents. Please don’t get going on a checklist that says “Essay done by Sept 15” – whatever cake she chooses to make, it may take longer to bake than you’d like. Good luck!</p>
<p>*Coaching is great, but too expensive for many. *
more expensive is retaking the quarter/ or the year.
Most campuses will have tutoring or advising resources for students, including those with ADHD.
Yes- but. Schools with limited financial resources may mostly have upperclassmen as tutors, & those tutors don’t generally have experience with learning challenges.</p>
<p>Even when you are talking about the top private schools, who have professional ADD coaches, a bump in the road to most students can mean being derailed for someone with learning disabilities. The coach my older daughter had took a leave of absence spring of her jr year & they didn’t replace him right away.</p>
<p>Sorry so negative, but I think it is best to be looking for those supports at the outset rather than hope it will all work out without knowing the chances of that.</p>
<p>My oldest applied to college when they still identified who had used extended time on testing. She also needed aid at a school that met 100% of need but was need aware.
One of her essays also dealt with challenges she had faced( not limited to learning)
They liked her anyway.
:)</p>
<p>“very commong for primarily innatentive in the brighter girls, actually.” - So true. Oh, how I wish I had found CC and known this 5 years ago. It was very lonely thinking we had the only brilliant kid not diagnosed until senior year of hs (after severe jr year disorganization and academic crash/burn). </p>
<p>I’ll let others guide you on disclose vs not. My advise is to make sure you find a school your D likes which has support systems that she agrees to use. Kids that are used to being “really smart” can be too proud to accept help with areas of weakness.</p>