<p>I thought I'd get better answers by asking parents rather than getting random answers from kids in the common app forum. DS was diagnosed with ADHD last week (better late than never I guess) after a major mental melt down. Fortunately I was able to expedite appointments and he didn't suffer an academic meltdown. Overall, though, his academic record is uneven. Test scores are in the high 600s and 4s on APs. GPA ia at 3.4 unweighted and 3.75 weighted. He has taken a challenging AP schedule but the last 2 years his grades were up and down (fortunately up again 2nd semester junior year). He did things like get a B+ in PE because he turned it the one big written assignment late. He isn't applying to any schools that are academically reachy so he shouldn't have trouble with admissions, but is hoping for academic merit money at one of his favorites which has a holistic process. </p>
<p>So . . . what is the best way to address the new diagnosis, if at all, in the additional information section. People have said that's the place to do it, but I thought I'd ask the experts here. His provider faxed a diagnostic letter to his counselor that will be received on Monday but I don't know if the counselor will address it. His common apps are due by December first.</p>
<p>My DS wasn’t diagnosed with a disability until sometime junior year when a very observant teacher decided to mention something. His college counselor would not mention anything in her rec unless my DS agreed that he would also say something in the additional info section. I think that’s the place where it goes. No whining. Just stating the facts.</p>
<p>@sainfan, Look in the Learning Differences and Challenges - LD, ADHD forum, and you will see a number of useful threads on whether and how to disclose a disability. One of my kids (with a similarly uneven record) chose to disclose, the other has not. Options to disclose include having the GC mention it in their letter and/or putting it in the additional info section. </p>
<p>It is also worthwhile to contact the disability office at the schools you are considering as the level of real support varies tremendously from school to school. </p>
<p>The thing is that none of his academic record so far reflects his post diagnosis self. He just started low dose meds on Friday so he will likely perform much more evenly up to his potential going forward.</p>
<p>We didn’t disclose for D2. I think honestly that his performance to date is the performance they are going to judge on. I can’t see how disclosing is going to improve his chances for merit aid, especially since he has no upward trend to show since starting any med and/or accommodations. I know to you it seems like he will be a stronger student now, but without proof of that, what is a college to think of this revelation? If I were you, I would be paying attention to whether the supports he needs will be in place where he is applying. But I am not convinced that revealing his diagnosis will do any good in his admissions process. Just my 2 cents, others may have a different opinion.</p>
<p>I do agree with your “better late than never” statement, though. He should start using not just his meds, but any other accommodations recommended by his tester (eg, extra time on tests). He should get used to this (and maybe it can show him if it really helps improve his performance). He is the one who will probably have to work with the disabilities office in college and potentially communicate with his profs and TAs about any accommodations he is granted by the disabilities office. Better that he gets some practice and sees the value in them this year before going off to college. Some kids with late diagnosis are very reluctant to ask for accommodations that they are due because of their disability, which is immensely frustrating to watch for parents.</p>
<p>Another agreeing not to disclose. I have one with ADHD. There was an upward drastic trend when he started in middle school…so you don’t see that on high school records. He’s never had accomodations. Unless there is something drastic to actually see, they won’t consider it for anything…if anything I think it would be more damaging. I think it’s overused in admissions essays, and will not be taken seriously unless there are “facts” to back it up…like a marked upward trend in grades.</p>
<p>Again, he doesn’t need accommodations in class. Test taking and in class essays have never been a problem. It’s the out of class stuff that’s the hardest. In that case more time was worse than less time as he ran on adrenaline. He did not “use” it in his admissions essay - he wrote it pre diagnosis at any rate. He had a marked upward trend from fall to spring last year but it was unrelated to meds and more related to devising his own system of work organization. </p>
<p>Depending upon your son’s challenges, there may be nothing to really disclose (nor any academic changes). My D has ADHD (inattentive), diagnosed in 8th grade. We didn’t disclose to her high school or college (and she didn’t need extra time on tests). Meds help a LOT - with focusing. They don’t help with executive functioning skills/time management/organization. Her grades were up and down pre-meds and continue to do so due to her executive functioning challenges - late papers, forgotten assignments, and losing already graded artwork required for her mid-term portfolio review. My D functions best with less “available” time and short assignment due date timelines. In an ideal situation, D would have an academic coach to stay on track and learn effective coping and management skills. Unfortunately, working with an academic coach is more stressful to her than living with the consequences she faces without a coach. But thank goodness she can focus in class and when doing homework! </p>
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