FROM HIGH RISK TO HIGH POTENTIAL

Transition Issues for High School and College Students with ADHD

Robert TudiscoThis presentation was developed by Edge Foundation’s

Executive Director, Robert Tudisco.Tudisco is the Executive Director of the Edge

Foundation, is a practicing attorney, author and adult diagnosed with AD/HD.

He is a former member of the National Board of Directors of CHADD and ADDA.

He is also the expert legal columnist for ADDitude Magazine and a regular contributor to Attention Magazine where he sits on its Editorial Advisory Board.

ADHD DefinedADHD is neuro-biological disorder affecting a portion of the brain that regulates Executive Functioning.

Executive Functioningthe organizational administrator in the brain which regulates:

OrganizationPrioritizationImpulse ControlTime Perception/ManagementProcrastination

Treatment of AD/HDMedication - Can be effective for many, but is not a cure for AD/HD.

Medication should be thought of as a useful tool to help individuals make positive changes in their lives.

Medication is also a very personal decision. Medication issues with co-occurring conditions.

Bi-polarity high incidence. Learning Disabilities

Positive Behavioral Management Interventions - such as therapy, exercise and coaching can be very effective.

Multi Modal - a combination of Medication and Behavioral Management techniques such as coaching have been shown to be most effective.

ADHD = DIFFICULTY WITH TRANSITIONEach transition in academic and professional life

comes with a new set of administrative considerations that pose challenges to those with AD/HD.

The key transition times are usuallyThird to Fourth GradeSeventh GradeTransition to High SchoolTransition to CollegeTransition to Professional Life

Transition from High School to CollegeThis transition is difficult because of the huge

difference between these two types of institutions.College dramatically lacks the structure of High SchoolClass attendance is often optionalMuch less grading feedbackSignificantly fewer gradable assignments

Most students leave home to attend college.Support network is goneMedication management is goneParents are effectively and legally out of the loop

Problem:Parents of younger children often do all of the advocating for them and rarely include their children in the discussions and often

create an atmosphere of secrecy. This leaves the students completely ill

equipped and unable to advocate for themselves when they move on to college.

Legal Change in circumstancesIDEA - only covers students up to high school graduation after

that, they must seek accommodations under Section 504 or the ADA. ADA & 504 - Still apply after high school, but are much different.No “Child Find” Component - IDEA, Section 504 and the ADA up

through high school place a burden on the school district to identify children with disabilities, evaluate them and provide a Free Appropriate Public Education (FAPE).

After graduation, the burden shifts to the student to self report and document their disability and to request reasonable accommodations and supports.

Self Reporting is crucial --Students must know and understand their disability enough to be able to effectively advocate for themselves.

FERPAFamily Education Rights & Privacy ActFor younger students (K-12), parents have a complete

and exclusive right to access their children’s records.After High School it applies to the student NOT the

parent, EVEN IF THEY ARE PAYING THE TUITION

COACHINGa partnership between coach and client whereby the

client sets goals and objectives and the coach and client plot a course to achieving them while building

structure and accountability to stay on track.

How Coaching WorksCoaching is proacativeLife coaching is a method of providing outside structure and

helping people recognize and cultivate their talents, has been around for a long time.

Coaching for AD/HD is a natural fit, based upon the needs of students with AD/HD because it provides the structure, support and accountability that individuals with AD/HD desperately need based upon their executive functioning challenges.

COACHING v. TUTORINGWhen it comes to a specific learning disability or a problem

with course work, tutors are helpful.A good coach will work hand in hand with a tutor.Unfortunately, many times the problem is not with the subject

matter, but the approach.

Coaches Help By…Defining and developing study skills and habits that can work.Experimenting with coping mechanisms that may or may not work.Developing strategies to attack procrastination.Being an accurate sounding board on timed projects.Helping a student understand and recognize their talents and

gravitate toward them while helping them learn to avoid their weaknesses.

Helping a student select courses and/or professors that work toward their strengths.

Helping students select schools with the flexibility to support their strengths and talents.

THE EDGE FOUNDATIONEdge’s Founder, Neil Peterson: an Executive with

AD/HD who greatly benefitted from specialized coaching and also provided coaching for his children had a vision to provide this support for all students.

Proactive Model: Anticipate the problems in transition and address them before they become insurmountable.

We believe: Don’t let students fail before getting help.

Be Legally ProactiveAbsence of IDEA: beginning at age 14 through the age of 16, the

IEP team (Committee for Special Education - CSE) is required to build a TRANSITION PLAN into the IEP. This plan determines whether the student will transition to college or receive vocational training.The transition plan is extremely valuable and should provide for the

services and supports that will be needed in college.The transition plan should discuss what worked in high school for

this student and whyActively involve your child in the transition process so they

understand their disability and their individual needs and can articulate them to the disability office in college.

EMPOWER THEM TO SUCCEEDUse the transition plan as a template for services and supports when they get

to college BEFORE the semester begins. Have a good working knowledge of the plan Involve your child actively in their accommodation plan and work with the

committee to make it a transition plan. When it comes to transition planning, many of the things the school

challenged you on before, will now be implemented by someone else after graduation, so you may get more leverage and cooperation.

The same goes for SAT test accommodations.Update evaluations if necessary to make sure the recommendations for

accommodations are substantiated by current data.Always make your requests for accommodations in writing and build a record

if necessary.Teach your children the importance of that.

FERPA - Be ProactiveDiscuss with your child AHEAD OF TIME,

what your role as parents will be.If you all agree that you are to be kept in

the loop about their academic records, have them SIGN A RELEASE AHEAD OF TIME AND FILE IT WITH THE DISABILITY OFFICE BEFORE THE SEMESTER STARTS

Robert Tudisco is available for speaking to groups around the country. For more information contact him at rtudisco@edgefoundation.org