<p>A few weeks ago, a parent on the LD board posted to ask whether it would be best for her son, a high functioning Aspbergers student with an excellent academic record in high school, to reveal his LD in his college applications. The question is whether knowing the student has an LD would make colleges less likely to accept him, versus whether colleges would see the work and commitment that has gone into his overcoming his LD to achieve his high school success in a more positive light.</p>
<p>I wanted to ask the broader CC population how you've handled LD's in the application process. If there are students/parents here who have revealed LD's when applying, what happened? What have GC's advised? Are there some LD's that should be revealed but others that shouldn't?</p>
<p>It would also be great if the admissions officers on CC would chime in here as to how you handle applications of students who reveal LD's, or whose GC's reveal them. (Assume that the student has a solid record that is within the parameters of viable candidates at your school, and is not using the LD as an excuse of any sort.)</p>
<p>S with ADHD has not mentioned it on college apps. I guess he/we thought he should be evaluated on his achievements and academic record, as they are actually quite good. We plan on exploring the disability services at the colleges he gets into in much more detail after his acceptances are in.</p>
<p>We were more interested in evaluating support services of the college and not so much worried about whether she was accepted, so we met with the director of student services re LD support at several schools
( didn't seem to affect acceptance- its my philosophy that if a school isn't able to provide adequate support or if disclosure of LDs is a problem, then we want to know beforehand,not after she starts classes)</p>
<p>I think it depends largely on whether the kid expects or will need accommodations and support on campus. My son is dyslexic, but the only support he now needs is a good spell checker on his computer -- it was a struggle when he was young, but by the time he was in high school he was reading and writing well. So he didn't need or want accommodations or an IEP in high school, and certainly wasn't looking for that in college. </p>
<p>I think EK has it right -- the issue isn't whether it will help on admissions, but rather on the need to make sure the college is going to be a good fit and offere the support that is needed. Sometimes disclosure may be the only way of making sure that support will be there -- sometimes the information about support services is readily available from the web site or other materials, and there is no particular reason to mention the issue in the admissions process.</p>
<p>One other thing: if there is an apparent weakness in an application, it is always important to explain the reason for that. In other words, if the kid has come through like my son, with straight A's and all the right courses on the high school transcript (most challenging curriculum, all available APs, etc.)... there is nothing to explain. But if the kid has a LD that affected performance in a class, or put him on a different track -- for example, if the kid has only 2 years of a foreign language & weak grades, or had to take a weaker math track, because their LD made foreign languages or math particularly difficult -- you would want to document that.</p>
<p>i had a lot of trouble(A TON!) Of trouble my freshman yr..but i was transferred to a all adhd/aspergers/add/autism/u name a ld we gotta a child w/ it school... and practically all boys(im the only grl in my grade and will graduate that way) but i love it and in someways dont its one of the few in the country and only one of its kind on long island my grades r better im socially better(had little friends at ps...now ive got 2 best friends one good friend and a ton of aquaintances and im happy w/ that) it was hard freshman yr but im striving at my new school.. thats what happens w/ lots at this school</p>
<p>We chose not to reveal my DD's ADHD/processing disabilities on her applications; like DAD3's son, her record speaks for itself. (GCs leave this choice to the student). Of course she has investigated what each school's website says about disabiltity services...all offer her needed accommodations (mostly extended time) but some seem more welcoming than others. All will require retesting before entering college, so once she's got her acceptances, we'll explore more with her preferred school(s).</p>
<p>Another issue I see with this is in the social and EC realm. Some students with Asperger's, PPD's and/or LD's may have trouble with taking leadership roles, getting elected or chosen for certain offices or activities, aren't comfortable in groups, have problems participating in certain things, etc. </p>
<p>I know of several students in our huge high school that have great numbers but don't have much in the non-academic area. Their mothers have asked whether the application should address this, but I don't know and send them to the guidance counselor (who I'm sure doesn't know either). I am curious how or if this should be addressed by the applicant or the GC.</p>
<p>I can only speak to the ones I know with Apspergers- etc.
They have found activities outside of school to pursue. Sometimes it was the only thing that kep them going, when they had academic/social difficulties going on in school.
They weren't president of the senior class, and didnt get awards in youth legislature, but they have their own thing- that they also continue in college.
I don't think that it is necessary to explain why they * didn't do * something, but pay more attention to what they * did do* so that the adcoms have a full picture of what was involved</p>
<p>In the realm of highly selective admissions, the admission staff is going to a good idea of what high achieving students ordinarily do with their time -- and a sense that something is missing if they get an application that seems unusually devoid of outside activities or ECs. In that context, it can be very important to let the college know WHY the student is unable to participate or lacks time for the usual array of outside activities. For example, a student without any disabilities may need to explain that they are needed at home to provide child care for younger siblings. If the student cannot participate in sports or organized activities because they have an LD that stands in the way -- then that should be explained. But it's a careful balancing act because the LD should not be used as an excuse, so EK is right that it's a big help if the app can also be positive and set forth what the student can do and has done. </p>
<p>Note that I said "highly selective" admissions -- if the kid has very strong academics but weak ec's because of poor interpersonal skills, there are probably hundreds of colleges which will admit that kid based on grades and test scores alone ... so an explanation may not be needed. So the answer to the disclosure question may really depend on the school.</p>
<p>My S doesn't have LDs but does have some chronic health conditions that have plagued him for many years, including throughout HS. He chose to mention it in passing, as did his teachers & counselor in their recs. They were all impressed at how much & well he was able to learn on his own and overcome adversity of his health issues.
Once he was accepted to Us (including several with generous merit aid, I called each of the schools & asked how they would work with him regarding flexibility in attendance IF his caused by his chronic health issues. He chose a great U with merit aid that was very willing to work with him & us to ensure that his college experience is wonderful and will work with him if his health conditions cause absences.</p>
<p>IF your student will need a lot of accommodations at the U being applied to, it might make sense to elaborate a bit somewhere in the app about these needs. If few or no accommodations are needed or sought, a brief note can be helpful in the app to put the student's ECs somewhat into context. Our counselor thought it made sense to touch on our S overcoming adversity to become a NMF in spite of his chronic health issues.</p>
<p>What if a student doesn't have PE on her transcript throughout hs because of a health-based exemption, plus a lot of absences one year? Do you think the GC or the student have to explain that in the application, even if the student would prefer not to go into it?</p>
<p>Check with the counselor, but we were comfortable with a brief note in the app stating that our son had overcome significant chronic health issues and I believe colleges were satisfied as none asked questions or more details. I doubt hte colleges will notice or care that a term/year of PE was omitted</p>