My college is in Arkansas, it just turned into a University 6 years ago and still has a lot of community college feel to it. Don't get me wrong, education wise it's great! They've hired professors from all over including Duke, Purdue, and Oxford those just being a few names.

But with matters such as learning disorders and ADD they still seem to be "hands-off" with the matter like most community college are.

I got a full-ride for engineering. Well last semester my grades weren't so hot and I'm probation. I was diagnosed with ADD this semester but I remain unmedicated until this summer because my doctor wants me to go try the different medicines when I'm not in class. But I'm hitting the brick wall of ADD in my studies! Since I didn't know about my ADD before, I signed up for really hard classes and told myself I'd just study harder.

I feel trapped because I fear bad grades in two of my classes. I went to talk to my professors about my ADD but they just give me dirty looks and say "Study Harder" while the scholarship office says they don't know what to do...that'll I'll just lose my scholarship.

I don't have money to pay for college, if I lose my scholarship I'll have to drop out (I have no one supporting me through college like most kids). I want to become a surgeon and I fear if I drop out I'll never go back.

I'm so depressed. I'm so scared. I don't know what to do...help!

Your school should have some sort of a disability resource center (DRC). Find them and contact them to ask about what services they offer. You may have to take a doctor's note to them explaining you have ADD and what kind of accomidations you might need for test taking like 50% more time, private quiet room, etc...

The school will then have to comply to accomidate you including every professor. My university (george mason university) has a great DRC and and tons and tons of info about ADD.

J

That is ridiculous! To be in education and not be willing to help. I work at a large community college w/ over 15,000 students and even we take the time to help. When I have a student with special needs in my class, they give me a form to fill out so I know the needs this student requires to learn. They can be given the tests at our testing center with extended time, a buddy can be assigned to them who is a good note taker. They can share notes then...etc... That has got to be very frustrating for you!!

JR's right. Hunt down your Resource Center. If you don't know where to look, get ahold of your guidence conselor. They should help. If you don't have a conselor, get yourself one. They can be your best friend. The ones we have really help guide a student to teachers who are willing to work with you. Please be proactive in getting the help you deserve. They are getting your money, they need to help you succeed. If you show iniative (sp?), Instructors could be more willing to help.

Good luck!!!

Dongrats on the scholarship!

Student disability services-often the name of the office. You will have to have proper documentation from your doctor. Bet to find the office and get the ball rolling. You have to initiate the process. Best bet, go to your advisor and ask where this office is. You can probably find info on the school's website too.

BTW-it is illegal to deny services or discriminate against people with disabilities. Lookk at the 504 part of the ADA, www.wrightslaw.com (http://www.wrightslaw.com/)is a great site to start with and then the http://www.jan.wvu.edu/portals/ed.htm
accommodations in secondary settings. Take the summer to get everything in order and work with the school.

How does engineering get you into med school? It is a good paying field on its own. There are many engineers in my family and they make pretty darn good money!

Best to you, I am a teacher and know a bit about this stuff too-remember, they are violating the law and those professors are probably unawares or harbor misconceptions and opinions about ADD.

ME

I've gone to the so-called "Disabilities Office" with a doctor's note after I had just been diagnosed. They asked if I had had the huge educational test and when I said no (since I had just been diagnosed) they acted like I was the plague and told me to leave with disgusted looks on their faces.

There are very few doctors in Arkansas who test for ADD in people above the age of 18, and even less who are covered by my insurance (I can't afford to go to a doctor with out it). I finally found one and have the test next week, but school ends in two weeks. I'm scared they will tell me I'm too late to claim it and my scholarship will be gone.

I went to go talk to another scholarship person today (the one in charge of my scholarship, not just the financial aid office) and she said I could fill out a form, but more than likely I will just lose my scholarship.

I'm so scared because unmedicated I just can't study! After reading one sentence I'm gone, literally and it's not by choice. The harder I try to focus the worse my symptoms get. I have to study on the good days and with stress those are few and far between.

But no one here gets that, everyone thinks I'm just being lazy and it's all my fault my grades are terrible.

I've done the best I can! I can't do anymore! I just can't!

...I don't know what I'm going to do.

I lost my scholarship after my first year in uni. It sucked, but I couldn't really do anything about it so I just watch my spending and apply for a lot more bursaries.

As much as the meds help, I think half the battle is just noticing that you're not focusing and then just starting again. It's frusterating as hell when you read the same paragraph seven times, but eventually you'll be done. It might take forever to read, but it can be done!

It's hard to work past the stigmas people have, but keep at it! We're rooting for you ;)

Yup. Take your Test Report (should be 8+ pages long) into the Special Needs or Disabilities Office.

They can't deny you have a problem when neurological testing proves differently.

They wouldn't do this to someone with epilepsy or CAPD or another neuro disability.

(I empathize with the experience of being "invalidated" by Administration Dorks at post-secondary schools. My own school's Disability Office administrator (an OT) was adamant that I had "anxiety" and "not ADD/ADHD". Now I'm the one with the so-so grades on my permanent record for the period when I was undiagnosed/untreated. Don't let this happen to you... Submit your paperwork 'evidence' of ADHD ASAP. :D)

Did you check the information on the links I put in my last post? I know you are frustrated, but there are reasons schools require documentation-it really does protect you and helps them provide better services. I bet the school DSS website lists the types of documentation they require. Read it and decide how important that full ride scholarship is. It sounds like tht only wat to keep it is to get the testing done. FYI, most testing is not covered by any insurance. This is standard practice. You will have to decide if you really want and need disability assistance or if you can work with your doctor and counselor to find other ways to help you succeed without them.

If I went back for my PhD, I would have to pay for the testing. Depending on where you live it can start at $250 and go up. What you need from the office is a form or information stating what type of testing you need to have done to meet their documentation requirements. Please consider them-DSS office people- your friends. There are many unethical people trying to pass as disabled who truly aren't it makes it necessary to document thoroughly to thrwart those who would lie and cheat. These services are expensive and they need to make sure the resources are spent on those who truly need it. If you refuse the testing-they will be suspicious of the validity of your diagnosis! Always approach them with a positive, I am new to this and need your help, what do I need to do attitude. In any part of life, staying postive, respectful, and polite will get you far more assistance that if you show your anger or frustration-even if those emotions are justified and the people really are unhelpful or worse.

Here is some really good info on the types of testing and history and documentation that could be required for advanced testing and qualifiying for disability services:

Please read carefully and let us know what kind of plan or decision you make about your scholarship and getting services. And yes, the whole process sounds time consuming and frustrating. You might even ask them if ther are any doctors in the area who work with their office and understand the process. But do make sure you get the handout with the documentation requirements so you only spend the money necessary to qualify.
Documenting ADHD (http://www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=5de261a655355010VgnVCM10000022f95190RCR D&vgnextchannel=fbc7be3a864f4010VgnVCM10000022f95190 RCRD#evidenceofearlyimpairment)


APPENDIX C

Assessing Adolescents and Adults with ADHD

The diagnosis of ADHD is strongly dependent on a clinical interview in conjunction with a variety of formal and informal measures. Since there is no one test, or specified combination of tests, for determining ADHD, the diagnosis of an attention deficit/hyperactivity disorder (ADHD) requires a multifaceted approach. Any tests that are selected by the evaluator should be technically accurate, reliable, valid, and standardized on the appropriate norm group. The following list includes five broad domains that are frequently explored when arriving at an ADHD diagnosis. This listing is provided as a helpful resource but is not intended to be definitive or exhaustive.

1. Clinical interview - The evaluator should: 1) provide retrospective confirmation of ADHD; 2) establish relevant developmental and academic markers; 3) determine any other co-existing disorders; and 4) rule out other problems that may mimic ADHD.

Specific areas to be addressed include:



family history
results of a neuro-medical history
presence of ADHD symptoms since childhood
presence of ADHD symptoms in last 6 months
evidence that symptoms cause a "significant impairment" over time
results of clinical observation for hyperactive behavior, impulsive speech, distractibility
extent of functional impairment across settings (e.g., academic, occupational, social)
an accounting for periods in which student was symptom-free
presence of other psychiatric conditions (mood or anxiety disorders, substance abuse, etc.)
indication that symptoms are not due to other conditions (e.g., depression, drug use, neuromedical problems)
relevant medication history
determination of which remediation approaches and/or compensating strategies are and are not currently effective.
determination of what accommodations, if any, have alleviated symptoms in the past or in the present setting.
2. Rating scales - Self-rated or interviewer-rated scales for categorizing and quantifying the nature of the impairment may be useful in conjunction with other data.

Selected examples include:



Wender Utah Rating Scale
Brown Attention-Activation Disorder Scale
Beck Anxiety Inventory
Hamilton's Depression Rating Scale
Conners Teacher Rating Scale (age 3-17 years)
Conners Parent Rating Scale (age 3-17 years)
3. Neuro-psychological and psycho-educational testing - Cognitive and achievement profiles may suggest attention or information processing deficits. No single test or subtest should be used as the sole basis for a diagnostic decision.

Acceptable instruments include, but are not limited to:

Aptitude/Cognitive Ability



Wechsler Adult Intelligence Scale - III (WAIS-III)
Woodcock-Johnson III: Test of Cognitive Ability
Kaufman Adolescent and Adult Intelligence Test
Academic Achievement



Scholastic Abilities Test for Adults (SATA)
Stanford Test of Academic Skills (TASK)
Woodcock-Johnson III: Test of Academic Achievement with fluency measures
Wechsler Individual Achievement Test II (WIAT II) with reading rate
and if applicable, additional supplemental tests such as:
Nelson-Denny Reading Skills Test for both normal and extended time conditions
Stanford Diagnostic Mathematics Test
Test of Written Language - 3 (TOWL-3)
Woodcock Reading Mastery Tests - Revised
Information Processing



Detroit Tests of Learning Aptitude - 3 (DTLA-3) or Detroit Tests of Learning Aptitude - Adult (DTLA-A).
Information from subtests on WAIS-III or Woodcock-Johnson III: Tests of Cognitive Ability, as well as other relevant instruments, may be useful when interpreted within the context of other diagnostic information.
4. Medical evaluation - Medical disorders may cause symptoms resembling ADHD. Therefore, it may be important to rule out the following:




Neuroendocrine disorders (e.g., thyroid dysfunction)
Neurologic disorders
Impact of medication on attention if tried, and under what circumstances
5. Collateral information - Include third party sources which can be helpful to determine the presence or absence of ADHD in childhood.



Description of current symptoms (e.g., by spouse, teachers, employer)
Description of childhood symptoms (e.g., parent)
Information from old school and report cards and transcripts

I once got two incompletes because of my LD / ADD, when I got in over my head with work. I was also fighting another round of chronic depression at the time too. However, I did not sure the depression as the reason for the imcomplete. My depression can compound my LD / ADD symptoms, espeically the rate at which I write and how long tests take me. I started off the year still finishing work from a summer course, because my father died the last week of the class. The whole new semester I also felt like I was barely keeping up, though I was still doing fairly well, but at a big expense to my health. I had the LD directors support and she talked to two of my professors and got them to agree to the incompletes. She largely encouraged this action; she knew I was a hard worker since I had a 3.8 GPA from previous semesters and was in the support center 3-4 times a week. She was concerned about the stress and about me finishing out the semester well. However, an incomplete sounds like it would not be possible for you from what you said above the support services people will not really talk or help you. I do not know if you could get an incomplete with ADD as a medical reason, saying that it compounds your ability to handle your work load and that you need the time to get more documentation for the services you may need to finish out your courses well.

Also, for the future it your able to keep your scholarship it may not hurt to ask them to pro-rate it if possible for a semester or two while you take a lighter course load and figure everything out. I got my school to do this for a semester with documentation and medical reccommendations and also able to keep my on-campus residency with 3/4 part-time. I eventually went back to full-time. Though, I do not know if it makes a difference that I attend a private university.

I'm pretty much sobbing right now because I got a D in my Chem 2 class. I tried to go to him before the test to talk about my ADD and all he said was "Study Harder". That's like me telling him to tell his autistic daughter to "Be more social". I tried to ask him for extra assignments before hand or maybe some notes but he said I should take my own and ask for friend's (which I did). And the thing of it is I DID study harder for this exam. I studied only for it for over a week, completely focusing on it (well focusing as much as I can with my ADD). I sent him an email asking if there was any way to make up the grade to at least pull it up to a C. I told him I'd write an essay or do more Chem problems...all he said was that it wouldn't be fair to the other students..wouldn't be fair?!?! Like my ADD is fair? Yeah fair enough to pull up their grades (we're graded on a real curve).

I just don't know what to do....I don't know what to do.

I also had a teacher this semester that didnt want to let me tape his lecture because he is phd and an author.

the first thing you need to to is go to the disablity office. are you receiving accomodations from them yet. If your not you need to make an appointment wtih them.

I gave my IEP to the instructor, and asked if I could tape the class. He told me No, he was an author and he would not allow it. I missed a very important lecture that day but the first thing I did was march myself right up to the disability office and talk to my counselor kate. I told her that I he would not let me tape the class and she called him and told him that it is the law, and that he has to abide by it.

Your professor has to give you your accommodations. Most will help you in their office too. I made a nuicasacen of myself this semester with my history teacher. She was willing to help me. I was getting a D in the class an then I began seeing her on fridays, 1/3 way into the semester.

I know have a solide B in the class, and I just wrote a paper in class for my final. I think it would stay a B or even go up to an A... I never did like history but this professor really changed how I saw the past. Read VI post with care, and listen to hear she knows what she talking about. She deals with this type of thing on a daily basis. She is a teacher and teacher have to know the law, I am not sure college professor do but you can inform them and take them a page of what you are entitled from from the www.wrightslaw.com (http://www.wrightslaw.com)

I've gone to the so-called "Disabilities Office" with a doctor's note after I had just been diagnosed. They asked if I had had the huge educational test and when I said no (since I had just been diagnosed) they acted like I was the plague and told me to leave with disgusted looks on their faces.

There are very few doctors in Arkansas who test for ADD in people above the age of 18, and even less who are covered by my insurance (I can't afford to go to a doctor with out it). I finally found one and have the test next week, but school ends in two weeks. I'm scared they will tell me I'm too late to claim it and my scholarship will be gone.

I went to go talk to another scholarship person today (the one in charge of my scholarship, not just the financial aid office) and she said I could fill out a form, but more than likely I will just lose my scholarship.

I'm so scared because unmedicated I just can't study! After reading one sentence I'm gone, literally and it's not by choice. The harder I try to focus the worse my symptoms get. I have to study on the good days and with stress those are few and far between.

But no one here gets that, everyone thinks I'm just being lazy and it's all my fault my grades are terrible.

I've done the best I can! I can't do anymore! I just can't!

...I don't know what I'm going to do.I'm in your position almost;) except that I go to the real U of A:p (just kidding;)). I'm surprised you can't find any doctor to test you for ADD??? in Fort Smith too??? I'm in Little Rock for the summer (will be back at Fayetteville in teh fall) and I just went to my doc on Tuesday (he's got me taking Strattera over the summer since I don't have any major classes - just taking a small (about 15) people class at UALR which is no big deal for me - and the Strattera takes weeks to become active so we decided to try it out this Summer when I wouldn't be doing in anything major with the idea that by the time I went back to Fayetteville, the Strattera should be in full effect.

Anyway, try seeing a psychiatrist if you can't get a normal physician to dianose you. I'm not familar with Fort Smith, but I found a list on the net of some psychiatrists up there:
http://www.ucomparehealthcare.com/drs/arkansas/psychiatry/Fort_Smith.html

Does your school have any bursaries for low income and/or high need students?

These are need-based bursary awards, and NOT the same as marks-based 'scholarships'. (You say that you cannot affort the extensive & expensive testing.)

Since I had extra testing expenses -- My $1200 in testing was paid for by a gov't grant. If they hadn't paid for it, I would have gotten a Bursary from my school. (The bursary application being based on my Extra Costs due to the Testing.)

When my Gov't Student Loans were cutoff in 3rd year, due to an ADHD-related Course Drop (not diagnosed yet) -- my University's student awards office gave me a $3750 needs-based Bursary Award toward my tuition. (And I am FAR FROM an A-student! More like a 68 average. My University is known as "Harvard of the North", so the fact that they help little old B students like me is incredible.)

Keep visiting offices and asking for names and referrals on campus.

A lot of schools have estate bequests left to them, and the money just sits there, often unused.

Keep asking for help and ideas and brainstorms. Generally, people want to help you in life. Keep asking and see what happens. You might be surprised!

NB. I think taking an Advocate with you might help you be Braver. :)

Do you have a counselor or peer support person who can approach the Student Aid and Scholarships office with you?

ASK the DISABILITIES OFFICE how you are supposed to pay for ASSESSMENT? DO they have any FUNDING for ASSESSMENTS??

Your State Gov't might have some money somewhere.

Talk also to your Dean of Students, and Dean of your Department/Department Head/Undergraduate Advisor....

Your marks were previously so good, so it is hard to see someone give up or lose scholarships.

I feel for you, I'm sure this is almost too much for you to handle but hang in there. In keeping with the above comment, I think that maybe you should take someone in to speak on your behalf. Though you might not have the funds, maybe the best person would be one with a legal background to remind your "so-called disabilites office" of their obligations to you. Their initial reaction to you might have been overly abrupt and harsh due to prior encounters with people scamming the system and lying about learning disabilities; but enough is enough. Set up a concrete appointment to speak with someone (as high up the chain of command as possible) so no-one can easily dismiss you. Do not take no for an answer. Seriously, the threat of legal action is enough to scare anyone into at least hearing you out. Just make sure you have more than sufficient documentation and proof. Good luck to you!

Almost every school's disabilty office policy I've read says a student must submit a "Psychoeducational Report".

Otherwise, you (and they) don't know your neuro deficits WRT ADD/ADHD or possible LDs.

I hate to say it, but it's "for your own good".

They want to accommodate you IDEALLY.

For that to happen, they need to know YOUR brain's needs.

PS
Not getting 'Testing" has real LIFE consequences. And Academic and Financial/Career impacts, as well.

In not getting Tested, you could be like my Mother and not discover you have a severe visual LD at age 63. (She is not "blind" in an eyesight kind of way; this Visual LD thing is different. And there are a few kinds of it.)

I imagine what she COULD have achieved if she'd known about her LD, and gotten accommodations!

She just relied on a 1970s Psychiatrist saying "you have MBD [the old name for ADD]". (This is what they did years ago.)

When Tested recently, She scored sub-genius (high superior) in some areas of the Testing. She is smart enough to have done much more academically, if she'd known her 'problems'. (e.g. She easily could have done her masters to become a Nursing Professor or Researcher.)

Seeing such potential wasted is a very sad thing. I hope you get tested. Engineering is a hard program (my brother did it), but do-able. If you let them help you, and get the Testing info to them, you will be able to do well.

http://www.ed.gov/policy/rights/reg/ocr/34cfr104.pdf

Read Subpart E. Every public postsecondary educational institution in the country (community colleges, vocational colleges, universities, etc) has to abide by it. If your doctor sent your college a medical record of your attention problems, then your college is legally obligated to accommodate you. As far as I know, the college is NOT allowed to poke or prod a physician's medical evaluation or question the depth of his or her analysis. They aren't even legally allowed to tell your professors what specific disorder(s) you have (i.e, ADD). The most they can do is inform all of your teachers (in a very confidential manner) that you require some accommodations which they'll include in a letter/email. I have fairly severe social anxiety disorder and depression along with tell-tale inattentive ADD, and after the first day of freshman year, I went straight to the disability support services center and signed a release for my psychiatrist's office to release my medical records to my college. Within a few days, the disability specialist who was working with me at the college typed up an accommodation's letter and emailed it to all of my teachers. Because of that, my teachers are not allowed to call on me to read aloud or make me participate in group discussions (because I literally fall apart from anxiety in such situations). A lot of my teachers have given me the evil eye being as my accomodations sound so insignificant compared to the blind and deaf people, but they got over it. If I hadn't gotten those accommodations, I would probably have dropped out and gone even more insane by now.

Unless your doctor's note wasn't a legitimate medical record, then what your college is doing with regard to denying you disability accommodations is ILLEGAL.