foolishpleasure

Reduced course load.

My D, who struggled w/ 3rdQ grades through hs, plans to take a slightly reduced course load (14 cr instead of 16 cr) every spring semester. She will make up the 2cr during her school's January term. But w/o a J-term, or taking courses in the summer (and foregoing income or internship opptys), wouldn't a reduced course load mean taking an addit semester or year to graduate. That is certainly better than flunking out - - but a 5th year is a very expensive accommodation.

shawbridge

foolishpleasure, my instinct is that for some gifted kids with LDs, high school is probably the worst time because one has to perform in each area for college admissions. College can be better if one goes to a school that offers flexibility in curriculum construction so that one can play to his/her strengths. Grad school will typically be better because one can play almost entirely to one's strength. [Of course, it need not. My son who is extremely dyslexic but really good at strategic reasoning decided to compete in Moot Court, which really taxes him, and my wife and I are thrilled and cringe each time he wins because of what it takes out of him. He's in the finals this year but he has wisely concluded that being a lawyer might not be a good career choice for him.]

For us, the 5th year would be a very expensive accommodation but might be what we do. Summer school would be preferable, but if my son's LD/medical issues continue, he might really benefit from having summers divorced from heavy reading/writing. Not to mention the value of getting experience working. We're hoping that there are medical/surgical solutions to some of the fatigue, which a neuropsychologist told us were exacerbated by but not caused by the reading/writing. If so, we might not need year 5. But if we do, we do. We're unlikely to get financial aid and will have to pay out of our own pockets, but if that were the best solution, we'd do so.

foolishpleasure

Shawbridge, I didn't mean to suggest that a 5th year was a bad option - - just that taking a reduced course load was not as "easy" (ie: w/o conseq) as the earlier post suggested.

If you can afford the additional year w/o finaid, you are indeed fortunate. For many, the addit expens would make a 5th year of college impossible (and since most schools require senior year residence, it would be difficult to complete the degree at diff, less expensive school).

Of course, summer school poses its own set of problems - - condensed curric, courses on consec days, lots of reading every night, etc. And most schools limit the number of off-site credits that can be applied to the degree.

No easy answers.

leftcoaster

TransitionSuccess, Thank you for your list of do's and don'ts. It was wonderful! Could you refer us to other resources for ADHD challenges and success strategies?

Cardinal Fang

TransitionSuccess, Thanks for the great list. I could relate to this one:

"They think studying means reading a chapter 4 times and understanding it. Understanding the reading is a different skill than regurgitating it. They must study ACTIVELY, by making flashcards, copying over their notes, speaking aloud, acting out processes, etc. Their final step should be doing practice tests and exercises online (the coordinating website is listed on the back of their textbook). "

That's been so true with Fang Jr.

Is it usual for students with learning disabilities to be able to take a reduced course load? Does that happen at small LACs? A fifth year could be expensive-- but it would be just as expensive if the student took a full course load and failed some courses, and so had to take the fifth year, as it would be if it were planned for initially.

TransitionSucces

I'm glad you found the list helpful, Leftcoaster. I teach a class in the Philly area that I authored -- how to conquer college with LD/ADD. HS students attend with a parent, and each student receives a portfolio that contains handouts for each topic we cover. The purpose of the course is to make post-secondary transition as seamless as possible - knowledge is power - and the more you understand your options, the better the decisions you make.

As far as I know, there is no other class like this anywhere. It is a PRO-ACTIVE approach to college and teaches HS students success principles that pertain specifically to the post-secondary years. High schools don't seem to have the time to cover these. Because the class is unusual, I have had inquiries from people in other states about my materials. If you are interested, please e-mail me at TransitionSuccess@gmail.com

TransitionSucces

Hi Cardinal,
The head of the disability services center reviews each student's documentation and decides on the appropriate accommodations. If your documentation recommends a reduced courseload, you should have no trouble getting it. If it doesn't, however, and you find a full load is too heavy, tell the director. Personally, I would rather see students start out slowly and well. Beginning with a solid GPA is important, as it is easier to maintain it than raise a low GPA. As you become accustomed to college and its demands, you may try to increase your load.

By the way, you need a full time load to remain on your parent's insurance plan. If you DO take a reduced load, you need to have the director write a letter for you insurance company indicating that you are CONSIDERED full-time with ___ credits due to a learning disability.

Remember, college isn't a race. Your aim should be QUALITY. It's a competitive world out there, and employers may inquire about your grades.

TransitionSucces

Hi Piestone,

I apologize, but I am first reading your posting now. If your son is bright and has many strengths, I wouldn't recommend going for the P/F option. In his essay, he can explain the TBI and how it affects certain subject areas, but how, despite it, he has managed to be successful. I am assuming his partial vision doesn't compromise his ability in computer science?

Colleges admire students who are fighters and have overcome the odds. I think your son has taken lemons and made them into lemonade - quite a feat! I wouldn't count out very competitive schools, but I think you have to question how much pressure your son can take. After all, he will be competing with many bright students who don't have disabilities. My personal opinion is that sometimes it is better for someone like your son to be a big fish in a small pond. If he excels at a solid school, he'll feel better about himself than if he just holds his own at a very competitive college. However, that depends on your son, and you know him best - trust your instincts!

TransitionSucces

Shawbridge,

I apologize about being late answering your post - I have been very busy revising my "Conquer College with LD" course and just realized you had asked me a question!

One of the things I stress in my course is that students should register in the disability services center with someone who knows them and is familiar with their documentation.Some schools offer priority registration, where students with LD/ADD are able to register before the college population at-large. The rationale behind this is that these students do best when their teachers'
styles match their learning styles. What I caution students against is registering at the counseling center, where their particular needs are not known, and teachers are usually not hand-picked.

Those of you who are interested in my course (in the Philly area) or in the course materials please e-mail me privately.

TransitionSucces

Shawbridge,

I just noticed in your post that you mentioned a possibility of summer courses vs. a 5th year for your son. Be forewarned that summer classes go at [i]least [i]2 times as fast as fall and spring classes. If your son decides to take a summer course, it should be in a strengthnot a weakness. Students frequently retake failed courses in the summer -- BAD IDEA -- if they didn't pass in FIFTEEN weeks, what is the likelihood of passing in 6 or 7? This is one of the poor decisions I refer to in my course that can put a student in a downward spiral.

Maybe your son can save less challenging electives for the summer (the downside of this, however, is that you want to use these classes to balance his schedule for fall and spring). It sounds like you're prepared to do a 5th year. You seem to have extremely good instincts -- I'm sure you'll make the right decision when it's time.

shawbridge

TransitionSucces, thanks for your posts. My son partially home-schooled and completed the public high school component with enough credits to graduate. But, he has done the homeschooled part with tutors for math and English. He also took a Harvard summer school course.

My son doesn't seem to have any concerns self-identifying and will not have a problem going to a disability services office. He does have an issue with fatigue, though we are going to work on that both on the skills side and on the medical side. He has not needed tutoring for any subject -- except where he had to catch up for missing 6 straight weeks of AP Physics and Calculus due to illness. And even so, he only had four or five visits from the tutor. What he may need is people to read for him and, if professors aren't cooperative, someone to run interference for him when he is trying to space out exams.

With respect to the summer courses, my son is challenged in reading speed/stamina and was having problems with writing as well as with writing stamina. Last summer, he took Harvard's Expository Writing 20, which is the required writing course for Harvard students. While other students took more than one course, he took only that course and lived at home rather than on-campus. Because it was his only course, he was able to really work on it. His teacher at the end of the course said he was the best writer in the class and gave him a grade consistent with that judgment. So, if he took one course in the summer, it could be one on which he needs to concentrate and learn new things without distraction. This is different from your advice, but may fit him better.

This upcoming year is going to be a gap year. He's going to work on reading stamina and have an operation to address medical issues. He's going to complete a novel he's co-authoring and work on a study of adolescent dyslexics. He'll also do a language immersion course in Latin America. He'll finish his standardized tests, identify colleges, and apply to the ones that make sense. My fear is that we will not really know what a good fit is and that because of the intense competition, the schools that are a good fit may not want him. My working hypothesis is that he should go to a school whose students are as bright as he is; and to a school that is flexible in terms of requirements so that he can focus on intellectually challenging courses in areas in which his brain works well.

Hopefully, he'll be ready.

TransitionSucces

Shawbridge,

You sound not only tuned into your son but very aware of college expectations - I doubt you need advice. I think a gap year is a great idea, and your son's plans sound very ambitious! As for you, just follow your instincts! Your son sounds like he'd be an asset to any school. Perhaps you can look at schools like Brown (where he can create his own curriculum) or Oberlin -- I think they often attract students who march to the beat of a different drum.

MQD

Any college success stories? He is very high functioning but the world is getting small for him in middle school ... no friends.

TransitionSucces

Yes, MQD - I have a college success story for you! My younger son (without LD) attended George Washington U, and one of his suitemates had Asperger's. He was very bright - a whiz at history and sports (both he and my son were Red Sox fans). My son considered him very odd - he had unusual grooming habits and never socialized. His parents did not visit on parent's day, and he declined an invitation to join our family for dinner and the school show. My son had little patience for him until I told him to Google "Asperger's". Once he realized that this explained the odd behavior, my son was much more tolerant -- he respected the boy for his intelligence and understood there were certain aspects of behavior he couldn't control. They began to watch Red Sox games together, and he is under my son's list of friends on Facebook!

My recommendation is to tell your son to disclose to his roommate(s). I think people in general are much kinder when they understand the reason behind unusual behaviors. Good luck to you and your son!

Cardinal Fang

TransitionSuccess- Disclose on application, or don't disclose?