NEW ENGLAND CENTER FOR PSYCHIATRIC TREATMENT AND EDUCATION

SIMON EPSTEIN, M.D.
91 STRAWBERRY HILL AVE. #140
STAMFORD, CT 06902
203-348-8579

Monthly NewsNotes

Monthly NewsNote

October 2003

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BE YOUR OWN ADVOCATE AT COLLEGE

Every student who leaves for college is in many ways on his own for the first time. But for the ADD student, being on his own at college can present special and difficult academic challenges. For this reason, it is essential that the ADD college student become his own advocate on campus. This is a challenge that not many are used to, but being an advocate is often essential for college success.

Let me say that while this piece is intended for college students, it is almost a given that they will not be reading this Note. Therefore, I urge parents, family and friends who read this note to relay the information to the college student in question.

Going back, the process starts when colleges are chosen to apply to that have a “special needs program” that could be helpful or perhaps essential for the student. By April, the college to be attended is known, and then it is necessary to gather the paperwork to access the special program. This usually includes high school material, sometimes a full battery of psychological tests, and often a letter from the psychiatrist. In the letter we are asked to suggest accommodations that might be helpful. This letter is important because the suggested accommodations are the starting point for the help the school will offer. Extended time on tests is the most common accommodation that I suggest. But there are several others such as a note-taker, a single room, or even early registration to allow the student to get the most appropriate classes.

None of this work is done by the student. All the planning is done by others – parents, school and doctor. The student has very little involvement, except perhaps a directive from a parent or doctor as to how they must act on their own behalf once they get to school. And then they go off to start college.

What is essential at this point is that the students become their own advocate for their special needs. They have to speak with the counselor, learn what they need to do, and then use the resources available to them. In addition to those I have mentioned, a learning center, peer tutors and other support is often available. But now, instead of having others manage the details, the student needs to find out about these services and learn to use those parts that he needs. And he must stick with it until it happens. I am aware that this is not easy and often makes the student feel “different”.

But take James. He was a student at a large school with an excellent program. At this school they gave him a letter to take to the professor to get the extended time. They did not notify the professor. Freshman classes were large, and we knew a note-taker would be helpful. All Jim had to do to get these helps was to go to the special office and sign up. He never did. At the end of the first semester he had a 1.8 GPA and was on probation. He lost a year, but things began to improve when he suddenly realized that he had better get the help.

I have had several students who lost a year under similar circumstances. So, if you are a student reading this, please be an advocate for yourself. Find out what is available and do what you need to do. If you are a parent and see a problem developing, please give them your pep talk one more time.

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