<p>Everybody - this has been such a great thread about assisting kids with ADD and/or learning disabilities and college possibilities! I have learned about several references (from citygirlsmom and carolyn as an example) that can apply to my family's situation as well.</p>
<p>Orangeblossom - thank you starting it!</p>
<p>tsdad - Thank you for clarifying my post about seeking testing from the local school district for 504 etc. documentation. You are exactly right (and I should have made clear) that the testing of Orangeblossom's son by the school district would be strictly for any high school educational needs and plans. However, the resulting 504 type documentation for her son could then be used in conferences with prospective colleges about the type(s) of services he might be eligible for once he reached college. This is exactly what we did with my son. </p>
<p>In our school district, my wife as a diagnostician tested a high school senior who was two months from graduating for eligibility for autism related services. Though it wasn't explicitly stated in writing, the main reason for this testing was so a "bridge" to services that might be provided by our local community college could be established. However, the testing reports and other documents in the individual educational plan strictly spoke about potential high school autistic support services even though the fuse to graduation was so short.</p>
<p>I wanted to share an interesting point brought up in the book Colleges for Students With LEarning Disabilities (Thomson-Petersons) that I mentioned before. Some parents may already know this but I thought it might provide a bit of a framework in asking questions at prospective schools.</p>
<p>The book divides its coverage of "1,100 LD programs at colleges and universities" into two sections: Centralized/Proactive programs and Self-Directed/Decentralized programs. Only 56 of the 1100 schools profiled are in the "Centralized/Proactive" category. The book's reasoning behind the two categories, and its descriptions, are what I thought would be helpful in thinking of questions to ask and in evaluating programs. Here is what the book says:</p>
<p>"Structured/Proactive programs are more likely to have separate admissions processes and charge fees. These programs' service go well beyond those that are legally mandated and the student is provided with a more structured environment that includes low staff/student ratio's. Self-Directed/Decentralized programs' services usually have no separate admissions processes and eligibility for services must be established by the provision of disability doctmentation that meets institutional standards. Self-Directed/Decentralized programs' services may be coordinated through the Disability Services Office and are based on need as specified by the student's documentation. Services may also be provided by other offices throughout the campus. Additionally, student progress is usually not mandated.</p>
<p>While all programs offers students with appropriate documentation academic adjustments and auzilary aids, utilizing these support mechnaism will vary within these two distinct categories. STructured/Proactive Programs are intrinsically school-centered decision making organizations, as compared to Self Directed/Decentralized programs where support service decisions remain within the students' domain. Students with a tendency to cocoon themselves or wait unitl the eleventh hour to seek assistance when faced with academically induced stress will find a comfort zone associated with STructured/Proactive Programs. Extra program fees, separate applications and a limit to the number of students accepted into the program allow STructured/PRoactive programs to maintain a student to staff ratio indicative of a structured format. Students in a Self-Directed/Decentralized Program line the contiuum of support services from once a semester visits for academic adjustments to daily visits. "</p>
<p>Just wanted to list some of the schools that fell into the "Structured/Proactive" Category. As you can see, many of them have already been mentioned in this thread.</p>
<p>Adelphi
American U
Barry University
Beacon College (FL)
Bethany College (WV)
Brenau University (GA)
Centenary College (NJ)
College of Mt. St. Joseph (PA)
Concordia College (NY)
Curry College
Davis & Elkins
Edinboro University of PEnnsylvania
Farleigh Dickinson
Gannon University (PA)
GEorge Mason U
Hofstra
Iona
King's College (PA)
Long Island U, CW Post Campus
Loras College (IA)
Lynn University (FL)
Marist College
Marshall U (WV)
Marymount Manhattan (NY)
McDaniel
Mercyhurst (PA)
Mitchell College (CT)
Mount Ida College (MA)
Muskingum College
Roosevelt University (IL)
Sacred Heart University (CT)
St. GRegory's U (OK)
St. Thomas Aquinas (NY)
Schreiner U (TX)
Union College (NE)
The University of ARizona
University of Denver
University of Indianapolis
The University of North Carolina-Chapel Hill
University of North Texas
University of Tennesee (Chattanooga)
University of the Ozarks
University of Wisconsin-Oshkosh
Ursuline College (OH)
Westminster College (MO)
West Virginia Wesleyan</p>
<p>OrangeBlossom
I am a pretty new member of CC and never posted before. When I read your post, I just had to reply to say that your son has one incredible asset that few kids going through the college admission process have--you. You have obviously been through some very difficult times in your family, and through it all it is clear that you have been your son's supporter and advocate. Instead of expressing disappointment in your son or bitterness about your circumstances, you are moving forward and helping him do so. Wherever he goes to college he will have that strength backing him up, which will help him succeed in life better than a diploma from a prestigious college ever could. BTW, I am just dealing with learning that S2 has some ADD/inattention type. He is a HS junior, and extremely bright, but we have heard the same things from his teachers most of his life--lazy, distracted, not focusing, especially with math. He has most of the executive function problems--time, organization, etc. But when I had him tested, the diagnosis was anxiety and dysthymia--no ADD or LD. A year of interpersonal therapy did not resolve the problems, so we persisted and now he has just started stimulant medication. So I guess we will be dealing with the kind of decisions you are making soon enough. My current thinking, backed up by a colleague who has an ADD son, is to choose a college that is close enough for weekend visits (by him or parents) and other ground support, while still allowing the student to live on campus and get the college experience. Please keep posting--I wish CC had been around when S1 went through college apps five years ago. These exchanges are really enlightening.</p>
<p>I went back and read some posts on another site about Curry. Although the posts are several years old, they do indicate that they may have a good nursing program, if anyone is interested.</p>