College Student with Learning Disabilities (Not ADHD) Granted Accommodations
“I Feel Confident Now”
Kelly was a young woman who had previously been granted accommodations through an Individualized Education Plan (“IEP”) for having a math learning disability. Kelly had always wondered if she also had Attention Deficit Hyperactivity Disorder (“ADHD”), although previous testing had not been comprehensive enough to determine if she suffered from this condition. When she turned 18 and graduated from high school, both of her parents worried about how well she would be able to survive her first semester of college – a much more stressful, time-pressured environment. To add to the family’s concerns, Kelly also believed that she was more forgetful than other students, and complained of challenges with short term memory and reading speed. Once she arrived on campus, Kelly reached out to the Disability Services Office to request accommodations, and they informed her that once she turned 18 she would not be able to use the psychological assessment she had received as a child to apply for accommodations in college. In a panic, Kelly contacted Potomac Psychiatry. We were able to rapidly complete a new psychological assessment, in time for her to begin her first semester with the confidence that she would be granted the accommodations she needed to become successful. Even though Kelly did not meet stringent criteria for ADHD, she did show many of the same executive functioning concerns associated with that condition, and could therefore receive comparable accommodations. We were also able to identify and discuss with her our findings with respect to her strengths and weaknesses in math. Together we reviewed her earlier test results, to help her better understand her childhood history of learning disabilities, and we also compared the earlier findings to our current assessment, to compare and contrast her cognitive strengths and challenges. Based upon our assessment, we recommended to the college that Kelly be granted the following accommodations; waiving the requirement for her to take a foreign language, providing her with typed notes to facilitate learning, granting extended time on tests and assignments, allowing her to use a calculation device during tests, and providing information on campus resources that could further assist her. All of our recommendations were granted! Kelly and her parents felt elated by this result, and gratified that our testing results confirmed their instincts about her learning problems. And best of all, we helped Kelly feel much more confident as she launched into this exciting new phase of life!
More Information About Psychological Assessments
Psychological Assessment for Children and Adolescents
ADHD, Learning Disabilities, and Request for Accommodations: The Benefits of Psychological Testing Assessments (Part 1)
ADHD, Learning Disabilities, and Request for Accommodations: The Benefits of Psychological Testing Assessments (Part 2)