College Degrees for the Student with ADHD and Learning Differences. Stephanie Knight Director of Admissions Beacon College

Transcription

1 College Degrees for the Student with ADHD and Learning Differences Stephanie Knight Director of Admissions Beacon College

2 Overall College Completion Rates! Ins:tu:onal Type 4- year Gradua:on 6- year Gradua:on All 4- year Ins-tu-ons 39 % 58.7 % Nonprofit Ins-tu-ons 52.9 % 65.1 % Comparison data from National Center for Educational Statics 2006 cohort!

3 College Completion Rates! For students with Learning Disabilities! Study 4- year Gradua:on 6- year Gradua:on Na-onal Longitudinal Transi-on Study % 16% Na-onal Longitudinal Transi-on Study 2011 N/A 27 % Ins-tute for Higher Educa-on Policy 28 % Beacon College No $meframe indicated 76 %

4 Characteris:cs of successful students with LD!

5 Characteris:cs of successful students with LD! 1. Strength in at least ONE academic area 1. Reading (specifically Reading Comprehension 2. WriBng 3. MathemaBcs

6 Characteris:cs of successful students with LD! 1. Strength in at least ONE academic area 1. Reading (specifically Reading Comprehension 2. Wri-ng 3. Mathema-cs 2. MoBvaBon for college- level academics

7 Characteris:cs of successful students with LD! 1. Strength in at least ONE academic area 1. Reading (specifically Reading Comprehension 2. Wri-ng 3. Mathema-cs 2. Mo-va-on for college- level academics 3. Self- Advocacy

8 Characteris:cs of successful students with LD! 4. Understanding of Personal Strengths and Weaknesses

9 Characteris:cs of successful students with LD! 4. Understanding of Personal Strengths and Weaknesses 5. Understanding and can arbculate the learning differences

10 Characteris:cs of successful students with LD! 4. Understanding of Personal Strengths and Weaknesses 5. Understanding and can ar-culate the learning differences 6. Knowing how they learn BEST

11 Characteris:cs of successful students with LD! 4. Understanding of Personal Strengths and Weaknesses 5. Understanding and can ar-culate the learning differences 6. Knowing how they learn BEST 7. Can Manage Themselves: Laundry, MedicaBons, Waking Up on Time, Money

12 Case Studies Highligh:ng Successes and Challenges for LD/ADHD College Students!

13 Profile of ADHD Student Entering College Student A Age at Entry: 18 In/Out of State: Out- of- State (MD) Sex: Male Primary Diagnosis: ADHD Cogni-ve Data: Full Scale IQ (135) Verbal/Comprehension (139), Reasoning (125) Average Achievement in Reading, Wri-ng, Math Emo-onal Func-oning: At risk for behavior difficul-es; displays characteris-cs of ODD and Anxiety High School GPA: 2.3 First Year/Transfer: First Year Parent/Family Support: Married parents both with Masters level educa-on Outcome:?????

14 Profile of ADHD Student Entering College Student A Age at Entry: 18 In/Out of State: Out- of- State (MD) Sex: Male Primary Diagnosis: ADHD Cogni-ve Data: Full Scale IQ (135) Verbal/Comprehension (139), Reasoning (125) Average Achievement in Reading, Wri-ng, Math Emo-onal Func-oning: At risk for behavior difficul-es; displays characteris-cs of ODD and Anxiety High School GPA: 2.3 First Year/Transfer: First Year Parent/Family Support: Married parents both with Masters level educa-on Outcome: Withdrawn from college a[er Freshman year

15 Profile of ADHD Student Entering College Student B Age at Entry: 25 In/Out of State: In- State (FL) Sex: Male Primary Diagnosis: ADHD Secondary Diagnosis: Aspergers Cogni-ve Data: Full Scale IQ (100) Verbal/Comprehension (112), Reasoning (104) Achievement Levels: N/A Emo-onal Func-oning: Currently on meds for exis-ng anxiety disorder High School GPA: 3.6 First Year/Transfer: Transfer (Beacon was third college) College GPAs: 2.33 and 2.27 Parent/Family Support: Married parents both with Masters level educa-on Outcome:?????

16 Profile of ADHD Student Entering College Student B Age at Entry: 25 In/Out of State: In- State (FL) Sex: Male Primary Diagnosis: ADHD Secondary Diagnosis: Aspergers Cogni-ve Data: Full Scale IQ (100) Verbal/Comprehension (112), Reasoning (104) Achievement Levels: N/A Emo-onal Func-oning: Currently on meds for exis-ng anxiety disorder High School GPA: 3.6 First Year/Transfer: Transfer (Beacon was third college) College GPAs: 2.33 and 2.27 Parent/Family Support: Married parents both with Masters level educa-on Outcome: 3.59 GPA Currently: 2nd semester senior, slated to graduate Dec w/ Bachelors degree in CIS

17 Side- by- side Comparison! Student A Student B Age at Entry In/Out- of State Out- of- State (MD) In- State (FL) Sex Male Male Primary Diagnosis ADHD ADHD Aspergers Cogni-ve Data Full Scale IQ (135) Full Scale IQ (100) Achievement Data Average N/A Emo-onal Data At risk behavior difficul-es, ODD and Anxiety Anxiety High School GPA FY / Transfer Status First Year Transfer College GPAs: 2.33 and 2.27 Family Married parents both with Masters level educa-on Married parents both with Masters level educa-on Outcome Withdrawn aier Freshman year (2.14 GPA) 3.59 GPA slated to graduate Dec. 2014

18 Profile of SLD Student Entering College Student C Age at Entry: 19 In/Out of State: Out- of- State (NY) Sex: Male Primary Diagnosis: Auditory/Visual Processing; Reading, Mathema-cs Cogni-ve Data: Full Scale IQ (103) Verbal/Comprehension (116), Reasoning (119) Low- Average to Borderline in Reading, Wri-ng, and Mathema-cs Emo-onal Func-oning: N/A High School GPA: N/A First Year/Transfer: First Year Parent/Family Support: Divorced; posi-ve family supports; both parents Bachelor level educa-on Outcome:?????

19 Profile of SLD Student Entering College Student C Age at Entry: 19 In/Out of State: Out- of- State (NY) Sex: Male Primary Diagnosis: Auditory/Visual Processing; Reading, Mathema-cs Cogni-ve Data: Full Scale IQ (103) Verbal/Comprehension (116), Reasoning (119) Low- Average to Borderline in Reading, Wri-ng, and Mathema-cs Emo-onal Func-oning: N/A High School GPA: N/A First Year/Transfer: First Year Parent/Family Support: Divorced; posi-ve family supports; both parents Bachelor level educa-on Outcome: College graduate, 3.17 GPA

20 Profile of SLD Student Entering College Student D Age at Entry: 24 In/Out of State: In- State (FL) Sex: Female Primary Diagnosis: Working memory; visual- perceptual- motor skill deficits Cogni-ve Data: Full Scale IQ (105) Verbal/Comprehension (106), Reasoning (103) Achievement Levels: Borderline in Reading, Math; Wri-ng N/A Emo-onal Func-oning: Moderate difficulty in social, occupa-onal, or school func-oning High School GPA: GED First Year/Transfer: Transfer College GPA: 1.70 Parent/Family Support: Divorced parents, living w/mom Mom=Associate level educa-on Outcome:?????

21 Profile of SLD Student Entering College Student D Age at Entry: 24 In/Out of State: In- State (FL) Sex: Female Primary Diagnosis: Working memory; visual- perceptual- motor skill deficits Cogni-ve Data: Full Scale IQ (105) Verbal/Comprehension (106), Reasoning (103) Achievement Levels: Borderline in Reading, Math; Wri-ng N/A Emo-onal Func-oning: Moderate difficulty in social, occupa-onal, or school func-oning High School GPA: GED First Year/Transfer: Transfer College GPA: 1.70 Parent/Family Support: Divorced parents, living w/mom Mom=Associate level educa-on Outcome: Withdrew a[er 1- month of classes/mid- semester

22 Side- by- side Comparison! Student C Student D Age at Entry In/Out- of State Out- of- State (NY) In- State (FL) Sex Male Female Primary Diagnosis Auditory/Visual Processing; Reading, Mathema-cs Working memory; visual- perceptual- motor skill deficits Cogni-ve Data Full Scale IQ (103) Full Scale IQ (105) Achievement Data Low- Average to Borderline Borderline Emo-onal Data N/A Moderate difficulty High School GPA N/A GED FY / Transfer Status First Year Transfer; College GPA: 1.70 Family Divorced; posi-ve family supports; both parents Bachelor level educa-on Divorced parents, living w/ mom; Mom=Associate level educa-on Outcome College graduate with 3.17 GPA Withdrew aier 1- month of classes/mid- semester

23 College support program levels What to look for.! Minimum Support Programs ADA Compliant Remember: No more IDEA for college students No separate SLD/ADHD program Everything through Office for Students with Disabili$es Self- Directed Programs Targeted support programs, staff, and some$mes offices Addi$onal supports in place for students with SLD/ADHD Extra fee$ for services Students s$ll take regular classes Comprehensive Support Programs Colleges with EXCLUSIVE mission for students with SLD/ADHD Only two in the U.S. at this $me: Beacon College (Florida) and Landmark College (Vermont)

24 Strategies that can help During high school! Knowledge of tes-ng results and/or IEP/504 Understanding of strengths and weaknesses Providing leadership opportuni-es that concur with strengths Experimen-ng with assis-ve technology

25 Strategies that can help Beyond high school! Courses: Learning Essen-als & Self- Discovery College Success Freshman Orienta-on & First Year Experiences Counseling Services Life Coaching

26 When College Isn t the Best Next Step! Transi-on Programs Programs offer more services OUTSIDE the college classroom Many partner with nearby colleges, universi-es, and technical programs to offer the academic components Primarily bases are life- skill development, money management, counseling, life- coaching, occupa-onal therapies, etc. GAP Year Construc-ve breaks from academics: Travel Volunteer or Missions Job Internships and Training

27 The hardest challenge for all colleges and universi$es when serving students with disabili$es, is to overcome areas those that are OUTSIDE the classroom.

28 Factors that can derail student success in college

29 What some:mes happens? Anendance and Self- Monitoring Lacking Execu-ve Func-oning and Time Management Skills Aliena-on (Students don t iden-fy with campus) Poor social decisions and choices Mental Illness Disability support doesn t = Needs of student Minimum Self- Directed Comprehensive Advocacy and Self- Disclosure Colleges won t seek out student Timeframes for accommoda-ons and support services vary from college- to- college Anendance and Self- Monitoring

30 The Wheel of Uncertainty

31 If it all goes south Students don t always make the best choice first (same goes for parents SHHH!) College programs for currently enrolled students experiencing academic and/or emo-onal bumps Make the most of intellectual talents Iden-fy Personal Learning style and strengths Ac-vate and reinforce core academic skills and habits Forge a course of ac-on for future college success Reset academic and career trajectory Build basic academic skill Offer a COMPREHENSIVE op-on for trigger courses (e.g. College Algebra)

32 Ques:ons for the Group to Brainstorm: 1. What issues are Florida Guidance- College Counselors facing when advising for students with specific learning disabili-es, ADHD, and other learning differences? 2. What sorts of programs do you recommend currently for students with 1. Academic Difficul-es 2. Social/Independence Difficul-es 3. What are some ways that colleges can help?

33 More QuesBons: Stephanie Knight Ph: Or stop by our table on the first floor Exhibit Hall! America s first four- year college exclusively for students with learning disabilibes, ADHD, and other learning differences 76% Four- Year GraduaBon Rate s 83% Employment/Graduate School Rates s 100% Four- Year Career Development Model