<p>My S has "mild" ADHD/Executive Function. I am using the term "mild" because testing at age 10 and 15 both revealed "gray area". No issues with paying attention in class. </p>
<p>I am wondering if my S should attend a "lower" tier school, given his disability. A lower tier school may require as much effort as a "higher" tier school requires for a student without a disability. I believe my S's Executive Function issues will make college incredibly challenging regardless of the academic workload.</p>
<p>Any ADHD student or parent who can share their college experience - handling organizational aspect / independence of college? For example, regulating long-term assignments, planning, scheduling appts with profs, handling course changes, registration deadlines, avoiding distractions when there is work to do... etc. </p>
<p>If you don't mind, please let me know the "level" of the school as compared to your academic ability, and if your ADHD was a factor in attending a school below the "best school you could get into." </p>
<p>I have been told that a student should attend the "best school they can get into", (bearing in mind $, "fit", location... etc.). What I am asking is: Within these conditions... would you lower your academic standards to offset ADHD/Executive Function challenges?</p>
<p>Thank you - hope I am not too confusing with my question.</p>
<p>forget"best school theycan get into" and focus on a school smaller classes and good academic advising, easy registration processs and housing assignments. May end up being a stretch academically but as long as the other factors are in place your S should be in great shape.</p>
<p>If you had a child with a physical disability, you would certainly figure that into their college choice (for example, if they were confined to a wheelchair, Syracuse’s giant hills might knock it off the list). ADHD is no different.</p>
<p>My oldest was dx last year with ADD as a college senior. College at a large U has been extraordinarily difficult for him and damaged him emotionally, for all the reasons you list as worries. Go read the “how did the first year go” thread and see how it has been for others. Imho, ADHD students need a place where their professors actually know them, support services are humane and individualized, and – most of all – where they can have success as a regular part of their life, instead of something that happens occasionally with enormous effort. They need fewer classes, more direction, and fewer distractions by way of constant activity and choices. YMMV. </p>
<p>It’s not just if he can get in. It’s if he can get OUT, and still be the same person.</p>
<p>I agree with all of the above. The executive functioning disorder is going to be his biggest obstacle. You may want to consider an academic coach for the first year to help him stay on track an learn effective coping and management skills.</p>
<p>My son is a HS junior and we are struggling with this issue as he crafts his college list.</p>
<p>My kid standardized test scores are in 98-99%, but his GPA is in the A- range. We also need to consider $. We have discovered some top LACs may have the best resources IF he can get into them. Swarthmore (which he has decided is not his “fit”) surprisingly has some of the best LD resources for EF/ADHD kids. These top LACs also have less courses (4 is norm) per semester which is a good thing for kids he do not easily change gears.</p>
<p>Haverford has also been strongly recommended to my son because the “honor code” take home tests lends itself to permit “individualized” testing easily. Basically, once approved by the LD office and profs, he could take longer on a timed test without “standing out” to peers.</p>
<p>He had some schools on his preliminary list that his HS counselor was certain would provide generous merit. After some digging, the strings of the merit included a GPA of 3.5 and 15 credits (5 classes) per semester. Though the academics are much lower than top LACs, this school has dropped off his list for fear he could not juggle the classes and handle the anxiety of the GPA.</p>
<p>I know my son. If things are too easy he zones out. His worst grade in high school was a required 1 semester course which most get an A just for turning in the work. Too low academically for him = loss of focus and bad grade.</p>
<p>I just don’t think there is a clear cut answer except to have a strong support system in place.</p>
<p>Absolutely 100% agree. My son (high school class of 2014) has a learning disability and he’s starting to think about colleges, but every one he’s mentioned (UMass, UGA, Clemson) are so huge – he would suffer and die, academically and possibly emotionally. He needs a small school where they know who he is as a person and a student.</p>
<p>Agree with the importance of support, and Longhaul also makes a great point. Some ADHD kids need a challenge or will be too bored to bother focusing. Your child’s experience in HS should be instructive.
Now the scientists are saying that exec function doesn’t gel in some kids, particularly boys, til mid-20s. Consider a gap year after HS to grow the brain.</p>
<p>This depends entirely on the individual student. Some students excel only when they are under time pressure and can’t afford to slow down. They need to stimulation of the deadline and challenging work. Put them in a setting that is a piece of cake and they will fail. It may be that they still benefit from smaller schools, smaller classes, personal attention and a supportive environment. But, they can’t tolerate boredome and will lose track of time and miss deadlines if they have too much free time. </p>
<p>I used to teach writing and grammar to college students when I was a college student. I helped the students who were referred to me. I gave them a grade that was part of their formal class grade. Well, one term I decided I was a bit too formal and strict. I decided to chill a bit and give them more flexibility. Guess what happened? Though all of my previous students had greatly improved with my personalized instruction when I was a bit more demanding and strict, most of them failed when I was more relaxed and flexible. It was stunning. I returned to my more exacting ways and saw my students perform well again. They needed standards, a bit of pressure and strict timelines to get it done. Take those away, and they became disorganized and unable to perform.</p>
<p>In a way, the pressure of more challenging academics forces structure onto the students. They cannot afford to slack and must work and meet deadlines or fail. </p>