What would you do if you were forced into an activity that caused you a lot of emotional pain and trauma? Does the working world expect you to stay at a job where people tell you that you're lousy for 13 to 17 years of your life? Of course not. An adult has the option to say, "I quit," and find an alternative, healthier work environment. Children, teens, and young adults in college do not have this luxury, or in truth ANY options. They are simply expected to tough it out or maybe find better classes (most of which are set up exactly the same way). Alternative learning methods/systems are usually prohibitively expensive - and these are placed on the parents' shoulders to recognize and find.
How would you survive this emotional onslaught, especially if you were fairly sure what was going to happen when all was said and done (i.e. inevitably fail your papers, tests, etc.)? More often than not, students just quit; before having any alternatives offered by the system. This doesn't even scratch the surface of our appalling high school dropout rates: 33% nationally - that is, 1 in 3 students. I don't know how bad it is for college students, though I read once that of a group of ADHD students polled who even tried college (20% of those surveyed), only a quarter of them graduated with a degree (1 in 20; or 5%).
If they don't outright drop out, they often give up mentally and accept their fate as underachievers (i.e., lazy good-for-nothings). The lucky ones will be stubborn enough to succeed in spite of problems - and seek out working survival solutions (what this blog is intended to help with). The way these achievement problems are labeled, and consequently handled, can make or break a student - both mentally and grade-wise. Even though I suspect that the information on graduation rates of ADHD students in college is outdated, I wouldn't be surprised if it still severely lags the overall graduation rate.
That *may* be changing as more colleges respond to the needs of these students (it would be about time), but unfortunately, students still need to be their own best advocates to ensure their survival in the academic wilderness. Most classes still use teaching methods that hit ADHD weak zones (like lecturing and long projects). To get a reprieve, get involved in extracurriculars.
With all the odds stacked against them, it's difficult to see the upside of getting through schooling - but it is worth it. I hope and envision that someday soon, having an LD like ADD/HD will be completely irrelevant to someone's ability to get through school and college. Until then, don't give up! There is an end to the frustration. Knowing this was one of the only things that pulled me through, and I wish you all a better academic experience.
Showing posts with label 504. Show all posts
Showing posts with label 504. Show all posts
Sunday, April 29, 2007
Tuesday, April 10, 2007
Two fantastic gadgets & their uses
Though I've mentioned some of my personal gadgetry in passing, I didn't really fully cover it. I'd like to focus a bit more on these two things I've been using for a long time. The first is my PDA (I use a Palm Zire), and the second is my digital recorder (Olympus DM-10).
One of the great things about these electronics is that they can knock out the clutter in your life. Kali Karagias does a FANTASTIC job describing what an ADD/HD person's mind is like in her blog. Her recent post "When a Cork Board Isn't Enough" gets right at the core of the internal mess, plainly saying "It ain't wikipedia up there." Those of you without ADD have absolutely NO idea how true that is. It sucks.
PDAs
A PDA can help fill in the gaps. Not only can you essentially digitize all your sticky note reminders, schedules, calendars, phone numbers, and ideas, but you also get the benefit of being able to set ALARMS. I found this to be incredibly important during college, and my blog post on the biological importance of scheduling to ADDers can help explain why. It's a lot easier to take reminders to do things from yourself than from nagging friends, parents, teachers, and classmates (to name a few).
Typically, if something is not a regularly scheduled (say, weekly or daily) or recurring event, your brain will never register it. With a PDA, you can capture it at the time you hear about it and set it to remind you soon enough to take action on it. I can't tell you the number of times I'd be in the middle of something, assuming it's a normal day, when my reminders go off. I'd be puzzled by the chime, look at the reminder, and be surprised/relieved/happy to have dodged a potential bullet I never saw coming.
It's a fantastic tool for anybody who is busy...and is a GREAT compliment to a monthly calendar/weekly planner. A fantastic counselor at my college pointed out that you won't be able to do long-term planning very well, because you're typically limited by the screen to view a day's worth of stuff. This is a very good point, and is why I say it's a very good compliment to a calendar system - if you have one in place.
Still, I could program all of my classes in - start time, end time, the days of the week class met, and tell it when the end of the semester was, all from pretty much one screen. I LOVED it. You can find cheapo, basic ones for maybe $20 or so at any Target or Wal-Mart. The one I use is a basic, black and white Palm Zire, which cost about $99 at the time I got it. Even those basic models, once you learn how to use them, are VERY useful.
Digital Recorders
I hinted at their use in how I killed writer's block. In addition, if you've got 504 accomodations (and sometimes if you don't and just ask the professor), you can usually record lectures as well as conversations focused on brainstorming ideas. A few great things digital recorders have over analog tape recorders:
A word of caution
I know what some of you may be thinking...with all that audio archived on your computer in universally playable file formats, you could sell it to classmates and make a killing. In addition, you may also think you can just forget about class for the semester and have a classmate record the lectures for you. DON'T...PLEASE DON'T.
For starters, you usually need to get permission from the teacher just to have it - many of mine had bad experiences with that in the past. The teacher is trusting you with their curriculum - don't betray them by dishing it out to the highest bidder...just because your teacher let you record the lectures does not mean they will let the next person do it, if you abuse the privilege. DON'T take that privilege away from future students.
Second, an audio recording is not the same if you weren't actually there to see/hear/participate in the class. I have read in various places that one of the single, most important keys to success as a student is simply showing up in class...and I agree with that assessment. You know your own classes better than I do, but still - I think it's better to be present and nodding off than slumbering in your bed. In addition, if you're in class and you're nodding off to the point where your pencil starts to leave streaks across your notes (it's happened to me, it's NOT fun), you can always mark the point where you realized you were nodding off, come back to it later, and rewind back through what you missed. I digress.
While I recommend against selling/distributing copies of your lectures (or showing others how to do it), I see no reason why a classmate can't, in an emergency, listen to your recordings IN YOUR PRESENCE. Your #1 priority when recording lectures is to safeguard your professor's curriculum - and by not allowing copies out, you can still allow people to listen when necessary.
Price guidelines
The digital recorder I use, the Olympus DM-10, cost about $100...WELL WORTH IT. Most good ones are at least $80...though you can get inexpensive ones for as little as $30-$40. If yours doesn't have an index function, use a stopwatch (typically on cell phones) to mark times.
Index markers
The index markers I could set have been absolutely amazing for me, and this is the reason I chose the Olympus over others. You can set up to 16 index marks per recording, and jump directly to those spots during playback simply by hitting the fast forward and rewind buttons - just like changing tracks on a CD. It's amazing. I have used the numbered index markers in a number of ways, including the following:
One of the great things about these electronics is that they can knock out the clutter in your life. Kali Karagias does a FANTASTIC job describing what an ADD/HD person's mind is like in her blog. Her recent post "When a Cork Board Isn't Enough" gets right at the core of the internal mess, plainly saying "It ain't wikipedia up there." Those of you without ADD have absolutely NO idea how true that is. It sucks.
PDAs
A PDA can help fill in the gaps. Not only can you essentially digitize all your sticky note reminders, schedules, calendars, phone numbers, and ideas, but you also get the benefit of being able to set ALARMS. I found this to be incredibly important during college, and my blog post on the biological importance of scheduling to ADDers can help explain why. It's a lot easier to take reminders to do things from yourself than from nagging friends, parents, teachers, and classmates (to name a few).
Typically, if something is not a regularly scheduled (say, weekly or daily) or recurring event, your brain will never register it. With a PDA, you can capture it at the time you hear about it and set it to remind you soon enough to take action on it. I can't tell you the number of times I'd be in the middle of something, assuming it's a normal day, when my reminders go off. I'd be puzzled by the chime, look at the reminder, and be surprised/relieved/happy to have dodged a potential bullet I never saw coming.
It's a fantastic tool for anybody who is busy...and is a GREAT compliment to a monthly calendar/weekly planner. A fantastic counselor at my college pointed out that you won't be able to do long-term planning very well, because you're typically limited by the screen to view a day's worth of stuff. This is a very good point, and is why I say it's a very good compliment to a calendar system - if you have one in place.
Still, I could program all of my classes in - start time, end time, the days of the week class met, and tell it when the end of the semester was, all from pretty much one screen. I LOVED it. You can find cheapo, basic ones for maybe $20 or so at any Target or Wal-Mart. The one I use is a basic, black and white Palm Zire, which cost about $99 at the time I got it. Even those basic models, once you learn how to use them, are VERY useful.
Digital Recorders
I hinted at their use in how I killed writer's block. In addition, if you've got 504 accomodations (and sometimes if you don't and just ask the professor), you can usually record lectures as well as conversations focused on brainstorming ideas. A few great things digital recorders have over analog tape recorders:
- Higher end ones can record a minimum of 10-20 hours of audio at once.
- You can almost always save the files on your computer.
- MP3 or WMA file formats (on higher end ones)
- Some models allow you to set 'index' marks in the audio...playback checkpoints, if you will.
- Speech-to-text compatability (also on higher end models)
A word of caution
I know what some of you may be thinking...with all that audio archived on your computer in universally playable file formats, you could sell it to classmates and make a killing. In addition, you may also think you can just forget about class for the semester and have a classmate record the lectures for you. DON'T...PLEASE DON'T.
For starters, you usually need to get permission from the teacher just to have it - many of mine had bad experiences with that in the past. The teacher is trusting you with their curriculum - don't betray them by dishing it out to the highest bidder...just because your teacher let you record the lectures does not mean they will let the next person do it, if you abuse the privilege. DON'T take that privilege away from future students.
Second, an audio recording is not the same if you weren't actually there to see/hear/participate in the class. I have read in various places that one of the single, most important keys to success as a student is simply showing up in class...and I agree with that assessment. You know your own classes better than I do, but still - I think it's better to be present and nodding off than slumbering in your bed. In addition, if you're in class and you're nodding off to the point where your pencil starts to leave streaks across your notes (it's happened to me, it's NOT fun), you can always mark the point where you realized you were nodding off, come back to it later, and rewind back through what you missed. I digress.
While I recommend against selling/distributing copies of your lectures (or showing others how to do it), I see no reason why a classmate can't, in an emergency, listen to your recordings IN YOUR PRESENCE. Your #1 priority when recording lectures is to safeguard your professor's curriculum - and by not allowing copies out, you can still allow people to listen when necessary.
Price guidelines
The digital recorder I use, the Olympus DM-10, cost about $100...WELL WORTH IT. Most good ones are at least $80...though you can get inexpensive ones for as little as $30-$40. If yours doesn't have an index function, use a stopwatch (typically on cell phones) to mark times.
Index markers
The index markers I could set have been absolutely amazing for me, and this is the reason I chose the Olympus over others. You can set up to 16 index marks per recording, and jump directly to those spots during playback simply by hitting the fast forward and rewind buttons - just like changing tracks on a CD. It's amazing. I have used the numbered index markers in a number of ways, including the following:
- During lectures and Writing Center sessions, to mark changes in topic (during lectures, I will hit the index button, and mark in my written notes which index # it is in the margin, like 'i2' and the time. Writing center sessions - this allowed me to re-hear material while I was playing back the brainstorming session; this in turn allowed me to continually regain my train of thought while typing).
- During lectures, to mark points I either space out or nod off (marking the same way as above, and noting that i dozed off)
- CAR DIRECTIONS; using a different index point for each turn - allowing me to keep my eyes on the road, while still getting the directions I need.
Monday, April 2, 2007
How I Killed Writer's Block
As in my post, "How to Pull an All-Nighter," the important topic headings - The Writing Center and The Digital Recorder - are boldfaced for scanning.
I have always had terrible problems/anxiety writing papers. I have always HATED writing assignments because of it. No amount of boldface, italics, or increases in font size can possibly stress my feelings in the previous sentence enough. I was constantly putting off papers because of that awful dread.
Oh, sure - occasionally, I will have bursts of insight that I can type about for eons on end - but that typically isn't the norm. During an official IQ test I took in 2nd grade (part of the process for my diagnosis), the psychologist asked me to write something or other. Well...I didn't. Instead, I crawled under the table and cried about it for about ten minutes. That incident is far closer to my normal reaction to paper assignments. I have even neglected to write my assignments for a number of classes! Knowing all this, it's pretty ironic that I'm writing a blog... ;)
Two of my final semester's tools worked amazingly well together to reduce my writer's block, though; my college's writing center combined with my digital recorder.
There's a list of suggestions my sister found and passed on to me at the time (I will dig it out and edit it into this post later) that made a lot of sense - some of which I was already doing. Combining them made written assignments a breeze compared to the horrible struggles I went through before. My main problem was that I always had trouble getting my countless ideas from my head to the page. This list played a part in overcoming that.
Basically, what they suggested was to find someone you could talk to for 10-20 minutes about your paper immediately before typing; essentially, to get your mind into a state of thinking about the problem and generating ideas. With the right person asking leading questions, you could essentially verbalize an entire paper in well under an hour!
The Writing Center's role
I had been essentially doing this for years through my college's Writing Center, which was chock full of tutors who were trained to help you at any stage of your paper...from brainstorming, to structuring the paper, down to copy editing. I typically used them for brainstorming and some structure. It was GREAT! I found that I always generated tons of ideas while verbally talking about them! I never really needed structure or copy editing because I found that my papers typically flowed VERY smoothly once I was on a roll. My only snag was in brainstorming - alleviated by talking to a tutor trained to draw out my ideas.
...the problem was, by the time I got to the keyboard - even with notes from the session, written by the tutor - everything I had discussed with them was gone. Another irony with me - I don't remember jack squat orally, but when *I* write it down it's typically burned into my head...at least exactly what I wrote is. This is where the digital recorder played its key role.
The digital recorder's role
The digital recorder functioned as my memory of the session. It allowed me to - on demand - play back my conversation with the tutor. This meant that every idea that came to me out of discussion was preserved! I would simply carry my recorder with me when I went to type, and play back the entire conversation while typing.
The brilliant thing about my own digital recorder, the Olympus DM-10, is that during a recording you can set up to 16 'index marks' to skip to that particular point. Think of index marks as 'tracks' on a CD. It's amazing. I'd just hit the 'set index point' button on the recorder during the conversation (or class) and I could EASILY find that point again by clicking the fast forward/rewind button during playback. I used this to mark topic changes during my writing center sessions, which allowed me to play back ideas as often as I needed to while typing. Basically, this allowed me to relive the idea generation process that occured live.
If you have a digital recorder that doesn't have this function, bring some form of stopwatch instead(cell phones typically have one), synchronize the stopwatch with the start of the recording, and just write down the stopwatch time the topic of conversation switched.
This made my last semester SO much more bearable - and allowed me to function in a class that had 10 papers due as assignments, and without relying extensively on extensions! I NEVER would have done so well before combining those ideas. If you have any comments or suggestions, please feel free to leave them!
I have always had terrible problems/anxiety writing papers. I have always HATED writing assignments because of it. No amount of boldface, italics, or increases in font size can possibly stress my feelings in the previous sentence enough. I was constantly putting off papers because of that awful dread.
Oh, sure - occasionally, I will have bursts of insight that I can type about for eons on end - but that typically isn't the norm. During an official IQ test I took in 2nd grade (part of the process for my diagnosis), the psychologist asked me to write something or other. Well...I didn't. Instead, I crawled under the table and cried about it for about ten minutes. That incident is far closer to my normal reaction to paper assignments. I have even neglected to write my assignments for a number of classes! Knowing all this, it's pretty ironic that I'm writing a blog... ;)
Two of my final semester's tools worked amazingly well together to reduce my writer's block, though; my college's writing center combined with my digital recorder.
There's a list of suggestions my sister found and passed on to me at the time (I will dig it out and edit it into this post later) that made a lot of sense - some of which I was already doing. Combining them made written assignments a breeze compared to the horrible struggles I went through before. My main problem was that I always had trouble getting my countless ideas from my head to the page. This list played a part in overcoming that.
Basically, what they suggested was to find someone you could talk to for 10-20 minutes about your paper immediately before typing; essentially, to get your mind into a state of thinking about the problem and generating ideas. With the right person asking leading questions, you could essentially verbalize an entire paper in well under an hour!
The Writing Center's role
I had been essentially doing this for years through my college's Writing Center, which was chock full of tutors who were trained to help you at any stage of your paper...from brainstorming, to structuring the paper, down to copy editing. I typically used them for brainstorming and some structure. It was GREAT! I found that I always generated tons of ideas while verbally talking about them! I never really needed structure or copy editing because I found that my papers typically flowed VERY smoothly once I was on a roll. My only snag was in brainstorming - alleviated by talking to a tutor trained to draw out my ideas.
...the problem was, by the time I got to the keyboard - even with notes from the session, written by the tutor - everything I had discussed with them was gone. Another irony with me - I don't remember jack squat orally, but when *I* write it down it's typically burned into my head...at least exactly what I wrote is. This is where the digital recorder played its key role.
The digital recorder's role
The digital recorder functioned as my memory of the session. It allowed me to - on demand - play back my conversation with the tutor. This meant that every idea that came to me out of discussion was preserved! I would simply carry my recorder with me when I went to type, and play back the entire conversation while typing.
The brilliant thing about my own digital recorder, the Olympus DM-10, is that during a recording you can set up to 16 'index marks' to skip to that particular point. Think of index marks as 'tracks' on a CD. It's amazing. I'd just hit the 'set index point' button on the recorder during the conversation (or class) and I could EASILY find that point again by clicking the fast forward/rewind button during playback. I used this to mark topic changes during my writing center sessions, which allowed me to play back ideas as often as I needed to while typing. Basically, this allowed me to relive the idea generation process that occured live.
If you have a digital recorder that doesn't have this function, bring some form of stopwatch instead(cell phones typically have one), synchronize the stopwatch with the start of the recording, and just write down the stopwatch time the topic of conversation switched.
This made my last semester SO much more bearable - and allowed me to function in a class that had 10 papers due as assignments, and without relying extensively on extensions! I NEVER would have done so well before combining those ideas. If you have any comments or suggestions, please feel free to leave them!
Accomodations you have a reasonable right to ask for, under 504
I was looking around the internet for more information on the lawsuit that happened at Boston College [more appropriately to my knowledge, a college in boston] in 1997-98 when I came across a website with Legal Information and Resources on 504 accomodations in college settings. There was an abstract from a book/paper that was listed among the resources that had a HUGE list of possible suggestions. Some of these suggestions I had been coming toward on my own, but didn't know *could* be included, and others were TOTALLY beyond what I would have expected. Needless to say, they proved my point in my other post, My Views on 504 Accomodations.
The few suggestions that my college DID offer me will be boldfaced, suggestions that I've pursued on my own will be italicized, and other noteworthy ones I've thought about asking for will be marked with an asterisk.
In full, here is the abstract of the book and its info, taken from http://www.classaccommodation.org/legal_information_and_resources.htm, the site I mentioned above:
To be honest, though, I was pretty ticked off when I looked at this full list. I wound up using a digital recorder of my own (which was AMAZING), but was surprised that it was something that could have been offered by the schools. Adding course modifications, study guides, summaries and tailored assignments to the list pretty much threw me over the edge. Why wasn't I told? Why didn't I find out about this until AFTER I graduated? It was both liberating and infuriating at once - because I knew I was justified in being frustrated at the time, and could let others know what they can reasonably request. The one thing I don't know (and still don't have an answer to), however, is whether the school is obligated to suggest or fund these ideas. The answer to that question could be damning to a lot of districts and colleges.
Course modifications were one thing that I REALLY favored and was never sure were appropriate to ask for. Specifically, I'm talking about grade weighting. There were many times I felt like I was doomed the moment I saw that two or three papers were going to be 30-50% of my grade or more. I failed, barely passed, or dropped most of these classes due to extreme problems getting my ideas to the page on command. If I could shift emphasis to my strong areas (test taking), or if that emphasis was already there, I was virtually always guaranteed a minimum of a low B. I believe difficulty in writing papers (which I often flat out didn't) dropped my final GPA one full point.
Reduced course loads are a...somewhat dubious suggestion. For one, most on 504 are somewhat self-conscious about asking for help. Many times, ADDers get questioned/pressured about the validity of their requests from other students. It's a serious hassle, and often gets in their way of asking for VALID accomodations. It's sad that ADDers need to be encouraged to even ask for things they need to survive the system. To those who wonder: ADDers aren't looking for easy street, and it's difficult to acknowledge there's a problem. It doesn't surprise me that there's a high incidence of depression among students with learning disabilities.
I have also seen "reduced course load" suggested as a reduced credit load per semester. Don't get me wrong - when I've had to drop classes halfway through the semester it felt GREAT to only have three classes! I had more than enough time for everything. However, I feel that this is an incredibly unrealistic suggestion - I don't know of many (any?) standard scholarships OR loans that will last more than 8 semesters. If you don't have your credits/credit hours complete by then, what are you supposed to do? More often than not, lack of finances cause people to drop out. If finances DON'T force these people out of school, the falling grades from trying to do homework while working part-time or full-time to support tuition probably WILL.
More of these suggestions will be covered over time. First to mind are working with professors to structure grading, suggestions on paper-writing, and uses for a tape/digital recorder.
The few suggestions that my college DID offer me will be boldfaced, suggestions that I've pursued on my own will be italicized, and other noteworthy ones I've thought about asking for will be marked with an asterisk.
In full, here is the abstract of the book and its info, taken from http://www.classaccommodation.org/legal_information_and_resources.htm, the site I mentioned above:
One thing that wasn't mentioned that my college suggested, that I thought was pretty cool, was that they could get me a note-taker to help me take notes during classes, in addition to me writing my own notes; they could give another student in the class a carbon-copy notebook that they could then give copies to me from, among other things.
Author(s): Latham, Patricia H.; Latham, Peter S.
Corporate Author: National Center for Law and Learning Disabilities,
Cabin John, MD. [BBB35202]
Title: Attention Deficit Disorder in College: Faculty and Students.
Partners in Education. Source: 1998. 7p.
Abstract: This publication provides an overview of attention deficit disorders (ADD) and the legal rights of college students with ADD.
Possible accommodations that schools can make for students with ADD
are provided and include: (1) provide structure and reduce
distraction in class; (2) simplify and repeat instructions, as
necessary, both orally and in writing*; (3) give frequent and specific
feedback from faculty and disability services staff*; (4) provide
accommodations such as priority registration, reduced course loads*,
taped textbooks, tape recorders, course modifications*, tailored
assignments, modified text books, priority seating in the front of
the room, study guides, and summaries of important points; (5)
provide test accommodations such as extra time, quiet room,
alternative formats, and opportunities to seek clarification; (6)
allow course substitutions to fulfill certain requirements, e.g., for
foreign language and mathematics; (7) offer as electives alternative
learning style courses; (8) educate the student regarding ADD, coping
strategies, and advocacy techniques; (9) encourage the use of support
groups, counselors and advisors to assist with academic, career and
other issues; and (10) review rules and expectations and use
behavioral management techniques as needed. Possible strategies for
students with ADD are provided and a list of organizational resources
is included. (CR)
Availability: National Center for Law and Learning Disabilities, P.O.
Box 368, Cabin John, MD 20818; telephone: 301-469-8308; fax:
301-469-9466.
Accession Number: ED422699
To be honest, though, I was pretty ticked off when I looked at this full list. I wound up using a digital recorder of my own (which was AMAZING), but was surprised that it was something that could have been offered by the schools. Adding course modifications, study guides, summaries and tailored assignments to the list pretty much threw me over the edge. Why wasn't I told? Why didn't I find out about this until AFTER I graduated? It was both liberating and infuriating at once - because I knew I was justified in being frustrated at the time, and could let others know what they can reasonably request. The one thing I don't know (and still don't have an answer to), however, is whether the school is obligated to suggest or fund these ideas. The answer to that question could be damning to a lot of districts and colleges.
Course modifications were one thing that I REALLY favored and was never sure were appropriate to ask for. Specifically, I'm talking about grade weighting. There were many times I felt like I was doomed the moment I saw that two or three papers were going to be 30-50% of my grade or more. I failed, barely passed, or dropped most of these classes due to extreme problems getting my ideas to the page on command. If I could shift emphasis to my strong areas (test taking), or if that emphasis was already there, I was virtually always guaranteed a minimum of a low B. I believe difficulty in writing papers (which I often flat out didn't) dropped my final GPA one full point.
Reduced course loads are a...somewhat dubious suggestion. For one, most on 504 are somewhat self-conscious about asking for help. Many times, ADDers get questioned/pressured about the validity of their requests from other students. It's a serious hassle, and often gets in their way of asking for VALID accomodations. It's sad that ADDers need to be encouraged to even ask for things they need to survive the system. To those who wonder: ADDers aren't looking for easy street, and it's difficult to acknowledge there's a problem. It doesn't surprise me that there's a high incidence of depression among students with learning disabilities.
I have also seen "reduced course load" suggested as a reduced credit load per semester. Don't get me wrong - when I've had to drop classes halfway through the semester it felt GREAT to only have three classes! I had more than enough time for everything. However, I feel that this is an incredibly unrealistic suggestion - I don't know of many (any?) standard scholarships OR loans that will last more than 8 semesters. If you don't have your credits/credit hours complete by then, what are you supposed to do? More often than not, lack of finances cause people to drop out. If finances DON'T force these people out of school, the falling grades from trying to do homework while working part-time or full-time to support tuition probably WILL.
More of these suggestions will be covered over time. First to mind are working with professors to structure grading, suggestions on paper-writing, and uses for a tape/digital recorder.
Friday, March 30, 2007
My views on 504 Accomodations
I have been using 504 Accomodations ever since I started taking meds for my ADD; which was in 7th grade. I've been using them long enough to understand what goes on with them, behind them, and how they're typically used - and I have a few things to say about them.
Overview
504 Accomodations, as I mentioned in my post "Why be diagnosed with ADD/HD?" require by law that schools and colleges do everything in their power to assist you to succeed...a lawsuit at Boston College between '97-'98 cemented that into place. This is in place to protect people with mental disabilities, of which ADD is included, from discrimination. It allows affected students to request accomodations with their studies (of which, I intended this blog to guide you) - including, but not limited to, extra time on tests, papers and projects.
The way the school system is set up works ENTIRELY against ADD/HD - such students are constantly tested on their worst weaknesses (assignments demanding hours of focus with little reinforcement or 'checkpoints' to gauge progress from), and it is an incredible nightmare to survive at times. When attempting physics homework, I would get physically tired if I tried to focus on a single problem for more than 15-30 minutes in one sitting (meds lenghtened this limit immensely). Likewise, if I was in a boring lecture, I would get extremely sleepy after 30-40 minutes. Heat or afternoon classes (2:30-4 pm was the worst) intensified this effect.
This is in addition to the assumed problems of scheduling time for writing papers, difficulties in writing papers, procrastinating the writing of said papers...
Purpose/Use of 504
Enter the 504 Accomodations. In my experience, the main use of 504 accomodations is to shield you from the worst consequences of 'screwing up' while in the system. As I said in my post about why you'd want a ADD/HD diagnosis, this alone is worth the price tag of an official diagnosis.
504 Accomodations allow you to ask for extensions on papers, get additional time to take tests, and so forth. This has also included reduced or eliminated penalties for late work, in the past. As I said, 504 is more of a shield than anything else...but a VERY necessary one! I doubt I would have graduated without using 504. Also - there were times when I tried to go without it, feeling like I relied on it too much. Don't make that mistake. Those accomodations are there for a reason - to protect you! I feel like, as a student, you need to do what you can to protect yourself from harm and loss. 504 is a solid way of doing that.
Limitations of the School System
I am grateful to an ex for helping me let go of the bitterness and anger I constantly felt toward the system, and that allowed me to see more of what was really going on. The system wasn't consciously trying to bring me down...what's happening is that - because 504 is still a relatively new thing for them to deal with - they're short on ideas.
One of my biggest frustrations was in going consistently to counseling centers and hearing the exact same limited ideas over and over - of which none changed anything. Extra test time, extensions on paper, seat in the front, ability to leave once during long classes to stretch; year in, and year out.
One of the main problems I have with 504 is that I feel like it's sometimes used as a copout by the system. Instead of truly changing to help the students, the system can offer a few suggestions and simply shrug its shoulders. They're complying with the law, and that's all that matters. They expect you to come up with the majority of solutions. To a point, this is okay - you have a better idea of your strengths and weaknesses than they do - but they are the ones who deal with hundreds of students every year.
It has been almost ten years since the initial lawsuit at Boston College led to revisions of ADA, and I am only now starting to see improvements in attention to students with LDs. My college has just this year added a position in its counseling department to focus on these students...which would have been nice while I was still there. It's a step in the right direction - these students should not be left to fend for themselves.
Parental Abuse of the System
I have started reading many, many reports on how competitive parents are starting to perceive college entrance requirements to be, and how cutthroat these parents are getting. In addition to going to college advisors (more or less performance coaches) as early as these students' freshman years to make them 'Ivy League material' (I believe some of this is documented in the book "Branded," by Alissa Quart), it's getting to the point where some of them are forcing doctors and psychologists to give their kids false diagnoses for LDs (Learning Disabilities)!
I have zero tolerance for this kind of behavior, and giving normal kids advantages they don't need infuriates me. 504 and ADD/HD coping tools can be looked at like a pair of eyeglasses (Drs. Hallowell and Ratey, authors of "Driven to Distraction," use this analogy) - someone who is nearsighted won't be able to see clearly until they have glasses to correct their vision. In this context, giving normal students these accomodations is like giving them a pair of binoculars! I find this kind of action by these parents dishonest, immoral, and inexcusable.
As I was beginning this post, I came across some resources that can help you understand what you can legally ask for/expect from your colleges/schools to help you with; only a tiny fraction of these were offered to me. In another post, I will share these resources along with my own spin.
Overview
504 Accomodations, as I mentioned in my post "Why be diagnosed with ADD/HD?" require by law that schools and colleges do everything in their power to assist you to succeed...a lawsuit at Boston College between '97-'98 cemented that into place. This is in place to protect people with mental disabilities, of which ADD is included, from discrimination. It allows affected students to request accomodations with their studies (of which, I intended this blog to guide you) - including, but not limited to, extra time on tests, papers and projects.
The way the school system is set up works ENTIRELY against ADD/HD - such students are constantly tested on their worst weaknesses (assignments demanding hours of focus with little reinforcement or 'checkpoints' to gauge progress from), and it is an incredible nightmare to survive at times. When attempting physics homework, I would get physically tired if I tried to focus on a single problem for more than 15-30 minutes in one sitting (meds lenghtened this limit immensely). Likewise, if I was in a boring lecture, I would get extremely sleepy after 30-40 minutes. Heat or afternoon classes (2:30-4 pm was the worst) intensified this effect.
This is in addition to the assumed problems of scheduling time for writing papers, difficulties in writing papers, procrastinating the writing of said papers...
Purpose/Use of 504
Enter the 504 Accomodations. In my experience, the main use of 504 accomodations is to shield you from the worst consequences of 'screwing up' while in the system. As I said in my post about why you'd want a ADD/HD diagnosis, this alone is worth the price tag of an official diagnosis.
504 Accomodations allow you to ask for extensions on papers, get additional time to take tests, and so forth. This has also included reduced or eliminated penalties for late work, in the past. As I said, 504 is more of a shield than anything else...but a VERY necessary one! I doubt I would have graduated without using 504. Also - there were times when I tried to go without it, feeling like I relied on it too much. Don't make that mistake. Those accomodations are there for a reason - to protect you! I feel like, as a student, you need to do what you can to protect yourself from harm and loss. 504 is a solid way of doing that.
Limitations of the School System
I am grateful to an ex for helping me let go of the bitterness and anger I constantly felt toward the system, and that allowed me to see more of what was really going on. The system wasn't consciously trying to bring me down...what's happening is that - because 504 is still a relatively new thing for them to deal with - they're short on ideas.
One of my biggest frustrations was in going consistently to counseling centers and hearing the exact same limited ideas over and over - of which none changed anything. Extra test time, extensions on paper, seat in the front, ability to leave once during long classes to stretch; year in, and year out.
One of the main problems I have with 504 is that I feel like it's sometimes used as a copout by the system. Instead of truly changing to help the students, the system can offer a few suggestions and simply shrug its shoulders. They're complying with the law, and that's all that matters. They expect you to come up with the majority of solutions. To a point, this is okay - you have a better idea of your strengths and weaknesses than they do - but they are the ones who deal with hundreds of students every year.
It has been almost ten years since the initial lawsuit at Boston College led to revisions of ADA, and I am only now starting to see improvements in attention to students with LDs. My college has just this year added a position in its counseling department to focus on these students...which would have been nice while I was still there. It's a step in the right direction - these students should not be left to fend for themselves.
Parental Abuse of the System
I have started reading many, many reports on how competitive parents are starting to perceive college entrance requirements to be, and how cutthroat these parents are getting. In addition to going to college advisors (more or less performance coaches) as early as these students' freshman years to make them 'Ivy League material' (I believe some of this is documented in the book "Branded," by Alissa Quart), it's getting to the point where some of them are forcing doctors and psychologists to give their kids false diagnoses for LDs (Learning Disabilities)!
I have zero tolerance for this kind of behavior, and giving normal kids advantages they don't need infuriates me. 504 and ADD/HD coping tools can be looked at like a pair of eyeglasses (Drs. Hallowell and Ratey, authors of "Driven to Distraction," use this analogy) - someone who is nearsighted won't be able to see clearly until they have glasses to correct their vision. In this context, giving normal students these accomodations is like giving them a pair of binoculars! I find this kind of action by these parents dishonest, immoral, and inexcusable.
As I was beginning this post, I came across some resources that can help you understand what you can legally ask for/expect from your colleges/schools to help you with; only a tiny fraction of these were offered to me. In another post, I will share these resources along with my own spin.
Why be diagnosed with ADD/HD?
As I've described the symptoms of ADD to many people, they've commented, "Hmmm, do you think I might have it?" Sometimes, it's hard to say. Many other people point out that the things that frustrate ADDers (people with ADD) to no end happen to everyone. True enough, but the frequency of misplacing keys, forgetting assignments, zoning out when people talk to you, mishearing people, and so on plays an important role. Generally, if these things happen often enough to be considered disabling (getting in the way), you might consider seeking a diagnosis.
If you're wondering if you have ADD, Dr. Daniel G. Amen has a self-assessment over on his website. I have linked to it on the sidebar. It's a detailed 72 question survey, but the results - and the questions themselves - may very easily shock you. It's definitely worth your time to look if you suspect that it might be possible.
ADD affects virtually EVERYTHING a person does. The list is astounding; it affects friendships, jobs/work, school, social aptitude, ability to hear people correctly...straight down to a person's sex life. The tools used to treat ADD are fantastic - the meds are a lifesaver. Basically, the meds work by allowing a person with ADD to 'flip a switch,' and give them a choice to whether or not they want to focus on something.
A pattern I've noticed in people with ADD (and I haven't seen these things on any assessment tests), is that they all, including me, tend to have 'noise' of some sort going on in their heads all the time. Examples of this noise are constant self-conversations or music/movie scenes playing as background - which shuts out other conversations. Medication quiets or sometimes virtually silences this inner noise - and the first time an ADDer experiences this, it can be quite unnerving. It is far, FAR easier to function, though, without the background.
In addition, since about '97 or '98, schools and colleges have been required by law to accomodate students with ADD/HD. Yes, required: ADD is covered under the Americans with Disabilities Act, just like any other physical or mental disorder. One of the things this allows ADDers to get is time extensions on papers and tests. These are under a program called 504 accomodations, and I've been using them ever since middle school. More on 504 in a future post.
These reasons make getting a diagnosis from a licensed psychologist worth the time and money you would spend. Also, even if you were diagnosed before high school, you have to get re-diagnosed once you're 18 in order for colleges to accept your diagnosis. It will cost roughly $2000 (correct me if I'm wrong), but spread over 4 or more years - that's cheaper than a single class every semester, and it buys you legal protections from the worst consequences of screwing up.
If you're wondering if you have ADD, Dr. Daniel G. Amen has a self-assessment over on his website. I have linked to it on the sidebar. It's a detailed 72 question survey, but the results - and the questions themselves - may very easily shock you. It's definitely worth your time to look if you suspect that it might be possible.
ADD affects virtually EVERYTHING a person does. The list is astounding; it affects friendships, jobs/work, school, social aptitude, ability to hear people correctly...straight down to a person's sex life. The tools used to treat ADD are fantastic - the meds are a lifesaver. Basically, the meds work by allowing a person with ADD to 'flip a switch,' and give them a choice to whether or not they want to focus on something.
A pattern I've noticed in people with ADD (and I haven't seen these things on any assessment tests), is that they all, including me, tend to have 'noise' of some sort going on in their heads all the time. Examples of this noise are constant self-conversations or music/movie scenes playing as background - which shuts out other conversations. Medication quiets or sometimes virtually silences this inner noise - and the first time an ADDer experiences this, it can be quite unnerving. It is far, FAR easier to function, though, without the background.
In addition, since about '97 or '98, schools and colleges have been required by law to accomodate students with ADD/HD. Yes, required: ADD is covered under the Americans with Disabilities Act, just like any other physical or mental disorder. One of the things this allows ADDers to get is time extensions on papers and tests. These are under a program called 504 accomodations, and I've been using them ever since middle school. More on 504 in a future post.
These reasons make getting a diagnosis from a licensed psychologist worth the time and money you would spend. Also, even if you were diagnosed before high school, you have to get re-diagnosed once you're 18 in order for colleges to accept your diagnosis. It will cost roughly $2000 (correct me if I'm wrong), but spread over 4 or more years - that's cheaper than a single class every semester, and it buys you legal protections from the worst consequences of screwing up.
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