One doesn’t have to “remember” to do something. They can set alarms on their phone, watch, set reminders, put it in their calendar, etc multiple times. The cues are easy to set up but the student as to do the follow through. And however long they think the task will take, they need to double that, as their time estimation is often off as part of the EF issue.
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Fair point that my “remember” shorthand was not particularly precise. But the issue is more complicated than that. If the easy means for cues you list solved the problem, this issue would be solved for EF kids, which it is not.
But I don’t want to sound too disagreeable, as all of those tools you mention are important ones for getting on the path to success.
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It goes without say that there has to be a combination of “tools”, strategies and supports to have these systems work. Those were just examples, and that the student would not be expected to “remember” without external cues. Being very familiar with all of these in my previous work life, I would also recommend that the strategies used coincide with what are the strengths noted on the student’s neuropsych eval. All too often a well intentioned coach uses a strategy that is the student’s area of weakness. For example, don’t use auditory cues if the person is a visual learner.
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There is a difference between what is required at the HS vs college level WRT implementation of accommodations. Typically, at the college level, the student has access to the accommodations under ADA and Section 504 (Rehab act) vs the IDEA in HS (some may use 504 in HS). In college the student typically has to self advocate. IDEA is only for K-12. In college the laws allow equal access , which is different than what the IDEA is supposed to ensure (free and appropriate public education, tailored to their needs.)
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The IDEA ends at hs graduation. Some college’s disability offices may accept the IDEA and provide accommodations, but they don’t have to and there is no way to update the IEP after graduation. The IEP could be several years old by the time the student graduates, so some of the things in the plan are just not effective any more (sit in the front row, have teacher sign homework plan every day, 1.5 time on tests -may need more, may need less) or may need to take a 2 hour final over 2 days. A college junior may be using an IEP that hasn’t been updated since jr year of high school. I doubt it is still the right accommodations for a college junior.
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That’s why I recommend a current neuropsych eval (even if sometimes completed later in HS years), with the student being old enough to have tests using adult norms.
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Many schools have probationary periods to catch up - so it may not be as simple as losing the money right away.
Check the rules.
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I know this and was referring to what is required by ADA and Section 504. I don’t want to get too far down the expert rabbit hole on OP’s thread, and am almost sure you and I would actually agree on what we’re talking about if we were discussing as opposed to typing it all out. But, what I was pointing out is that colleges still have to accommodate the student. They can’t just pull out their generic answer or approach to ADHD (we tell the student to go to the professor every time they need an accommodation) when that approach hits directly on the issue that needs accommodating for that particular student. The student has to advocate for what they need to have access, but the college may have to implement something other than their standard accommodation for a particular student.
I am a college professor and I do not allow extra time for example on certain assignments. I have rationale for this. I have many students with anxiety and adhd and other mental health disorders. I am able to refuse the suggested accommodations from Office of Disability Services.
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Yes, this is allowed in many situations. From what you wrote earlier, it sounds like doing so would be a fundamental alteration in your area and you absolutely would not have to permit that. And, the disability services office would then need to work with the student to figure out if there are other accommodations that would be effective and would not cause such issues. If so, they have to work with the student to provide those.
Students are not entitled to the specific accommodation they want. Professors are not required to fundamentally alter their course and its objectives.
By the way, the situation I was talking about is one where the student had to ASK for his accommodation every time. The assumption I had (which may be wrong) is the accommodation he is ASKING for each time, is one that is already approved and works for the class. I was suggesting the school may have to rethink how they go about that.
Note: I used caps for emphasis because I don’t know how to italicize or bold on here from my phone. I am not intending to yell those words. 
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At the college level the student is provided equal ACCESS to education, but the student is responsible, not the school. That said, many, many years ago a school not only allowed a student with a sleep disorder to manage to avoid morning classes, but they did actually go out of their way to offer for someone to call the student to help wake them up!! That was not required!! But they were kind enough to offer it to the student. No recollection if it was used or was successful! Also can’t recall if it was before or after the ADA laws (written in 1990) were amended (2008), or even if that mattered.
But to get back to specifics of OP, it seems this school does require prof be notified, and I am still wondering why the EF coach is not ensuring that things like this get done. It seems like kind of low-hanging fruit for an EF coach (as compared to, say, trying to ensure that an assignment gets handed in on time).
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This is college and not high school. While high schools are required to provide a certain level of support for EF, colleges are not. Their threshold is that accommodations should not change the course structure or material. And they certainly aren’t going to give a parent an explanation even with FERPA (which would just allow the to talk to a parent)
Testing accommodations do not change the content or structure of the course. Not turning in required assignments does. Disability offices and what they offer vary by school. It is up to the applicant to do their research.
That’s not entirely correct. While it is correct for high schools, universities determine eligibility and reasonableness based on their own criteria.
Kids with EF issues have a hard time pairing delayed consequences with what is happening in the moment. Very often, they need to actually see the poor grade to reflect on what changes need to be made.
My kid started EF coaching in 7th grade. We didn’t see him implement many of the strategies until many years later. I felt like we had wasted our money for a long time, but now, when I see what he can do and that he is finally implementing those strategies, I feel like it paid off in spades. It did take some bumps and “postmortems” for him to get there. And finding a passion.
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This is also not entirely correct. But, I suspect we all won’t be able to spell the nuances out precisely by writing back and forth casually on an Internet forum.
My opinion…the student has to have hand in choosing the organization method they will be using.
I had a student once who chose a very complicated (to me) organizational system with folders for each class, etc. I said “try it for a couple of weeks and let’s discuss it each time I see you (3 times a week). Well…it worked for THIS kid. But it likely would not have worked for another kid…
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Surrounding text with single asterisks italicizes, with double asterisks bolds, and triple asterisks does both. You can also use html tags.
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how do you do strikethrough? I tried [s]xxx[/s] but it doesn’t work
Two tilde signs ( ~ )before and after the text you want to strike through.
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Thanks. Lemme try ~strikethrough~
Fail ;(
strikethrough
ah 2 on each side!!
Move back to topic please