ADHD & Learning Disability Support Services
Disclosing and requesting accommodations based on a disability is a personal decision. Boston College does not require a student to disclose the existence of a disability, but students who wish to request accommodations must do so.
If you are requesting accommodations based on a听 LD/ADHD please continue reading.
If you are requesting accommodations based on a physical, psychological, or medical disability, please contact the听Disability Services Office.听
Documentation Required to Request Accommodations
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- Most recent, comprehensive evaluation within the last four years.听
- Proof of high school accommodation(s): 504/IEP/Other
- Proof of standardized testing accommodation(s): College Board/ACT
- For transfer students: proof of accommodation(s) from previous institution
- For graduate students: Along听with current documentation, a letter of verification of accommodation from undergraduate听institution.
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Process and Determination of Accommodation(s)
- Initiate the Process The student begins the interactive process by submitting the appropriate Intake Form with supporting documentation. Please review our Documentation Guidelines to ensure your submission meets requirements.
听 听 听 听Note: Official evaluations must be submitted as a single file. We cannot accept individual JPEG images. If you cannot submit electronically, you may fax documents to 617-552-6075 or mail them to our office address.
After Registration
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- Professor Notification Letters (PNL) serve as official notification to professors of student鈥檚 approved accommodation(s), and professors鈥� need to provide such accommodations. Students are best served when they self-advocate and use the letters to facilitate an ongoing communication with their professors.
- At the beginning of each semester, students must again request their PNLs at the CFLC.
- If a student would like to request additional accommodations or make changes to the currently approved accommodations, the student needs to make an appointment with their specialist at the CFLC.听
- Academic Coaching is available to students through CFLC Peer tutoring and Pathways to Success program. Academic Coaching provides students with a 50-minute one-on-one meeting, which entails working with a mentor to self-assess, reflect, and set goals to achieve academic success. Focus areas which the student can choose are:听听Goal Setting, Time Management and Organization Strategies, Self-Advocacy and Conflict Management, Reading/Writing/Notetaking Strategies, Study Skills, Meditation and Relaxation, Future Planning.
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Testing Accommodations
Students who are registered with a disability with approved testing accommodations can take their exams at the CFLC. Students are responsible to schedule their test at the CFLC via ClockWork Online Test Booking System within two business days in advance.
Additional Information for Students Registering with the CFLC
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Frequently Asked Questions For Students:
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1.听听听听How do I know if I should register with CFLC or The Disability Services Office with accommodations?
- 听If you are requesting accommodations based on a physical, psychological, or medical disability, you need to register with the听Disability Services Office.
- 听If you are requesting accommodations based on a specific learning disability and/or ADHD, you need to register with the CFLC.
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2.听听听听听 What if my disability falls under both offices? Where do I register?
- Register with the office where you identify your primary disability. Staff will direct you to the appropriate office if needed.
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3.听听听听If I have recently been diagnosed with ADHD and have a doctor鈥檚 note; do I qualify for accommodations?
- A letter of diagnosis is not enough to receive academic accommodations at 自慰视频. It may establish your diagnosis, but we need information to assist in determining your eligibility for accommodations.
- 自慰视频 requires a comprehensive evaluation that measures the current functional impact of ADHD on learning. Please review 自慰视频鈥檚 documentation guidelines.
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4.听听听听I have been recently diagnosed with ADHD and/or a specific learning disability and have a comprehensive evaluation, but I do not have prior history of accommodation(s). Can I still apply for accommodations at 自慰视频?
- Yes, you can still apply for accommodations without history, particularly if this is a new diagnosis. 自慰视频鈥檚 review committee carefully evaluates each incoming request and determines appropriate accommodations on a case by case basis.
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5.听听听听I think I may have ADHD or a learning disability, is there a way to get tested on campus?
- No, 自慰视频 does not provide any testing on campus. You will need to engage in testing privately.
- If you need to get an updated evaluation, you may reach out to your learning specialist for a referral in the Boston area.
- If you have never been tested or diagnosed with a learning disability or/and ADHD, but you are experiencing severe symptoms, you may want to set up a consultation meeting with Director Kathy Duggan: kathleen.duggan@bc.edu
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6.听听听听What should I do if I am not receiving my approved accommodations?
- Make sure you are registered with a disability with either the CFLC or DSO for academic accommodations.
- If you are registered, make sure to disclose to your professors with an official letter (CFLC) or email (DSO) at the beginning of each semester.
- If you have further questions or concerns, reach out to your specialist (person who signs your letters).
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7.听听听听If I have dietary or housing concerns and would like to get accommodations, where should I go?
- If you have a diagnosed disability that requires a 鈥榤eal鈥� or 鈥榟ousing鈥� accommodation, you will need to register with the Disability Services Office.
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8.听听听听I have severe test taking anxiety and been diagnosed with an Anxiety Disorder, where should I register for accommodations?
- You will need to register with the听Disability Services Office.
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9.听听听听听 I am confused. I鈥檝e been taking my tests at the CFLC, am I then registered with the CFLC?
- Not necessarily. All students with approved testing accommodations may take their tests at the CFLC. Check who signs your Professor Notification Letters: that person is your specialist.
- If it is Rory Stein, Assistant Dean, Student Disability Services, then you are registered with the Disability Services Office. If it is Director Kathy Duggan or Associate Director Erin Farrow, then you are registered with the CFLC.
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10.听 I have been approved to receive academic accommodations by the CFLC. Do I have to re-register every year?
- If you were officially approved for accommodation(s), then you do not have to reapply each year.
- However, you do need to disclose to your professors each semester with an official Professor Notification Letter. You can find the form for requesting CFLC letters on our website at the start of every semester.
Suggestons for Students with Accommodations
Inform your academic advisor about your disability.听 Your advisor will be able to better help you if they are aware of your particular needs.听 You should plan a carefully balanced schedule, so that you are not overloaded with courses requiring heavy reading, extensive writing or large amounts of memorization.听 It is better to do well with fewer classes than poorly with too many; consider taking 12 credits versus 15 per semester and making up courses in the summer.
When possible, choose small, structured classes with professors who use multi-modal methods of instruction, provide a detailed syllabus, present information in an organized manner, and use various ways to evaluate student performance.
Be knowledgeable about your disability and comfortable describing it so you can advocate effectively for yourself with your professors.听 Be sure to inform your professors of your needs early in the semester so they can accommodate you appropriately.
Organize your materials and establish a set time and place to study.听 Estimate ahead of time how long a given class assignment will take.听 Plan to spend at least two hours of study time outside of class for every hour in class.听 Study more difficult subjects when your energy levels are highest.听 Build in breaks as you are able.
Use a calendar for planning rather than trying to keep a schedule in your head.听 Keep a monthly calendar with semester assignments, quizzes, exams and other pertinent information.听 Fill out a weekly calendar as well with slots that include all of your classes, tutoring appointments, work schedule, exercise plan, study time etc.听 From the weekly calendar, draw up a daily calendar with a list of things to do each day.听 There are a variety of websites/technology you can try including听.
Attend all of your classes, take notes and participate in discussions.听 This will get you involved, and if your professor counts class participation in the grade, it can help you out.
Sit toward the front of the classroom to minimize distractions and help you focus on the professor.听
If you have questions about course material or trouble structuring an assignment, do not hesitate to visit your professor preferably during schedule office hours.听 It is important to seek help as soon as you need it so you do not fall behind.
If you don鈥檛 understand something, ask the professor to rephrase the information rather than merely repeating it.听 Seek out a tutor at the CFLC for additional help.
Keep up with reading assignments and use reading strategies that promote comprehension and efficiency.听 Preview new material by looking over section headings and reading the end-of-chapter summaries and questions.听 Consider highlighting important text information and relate new material to what you already know about the subject to help you remember it.
Attend all review sessions offered by your professors.听 If you learn well by studying with others, join or start a study group to discuss and review material for your courses. You can share notes, ask each other questions, and work out problems as a group.
Support and services for all 自慰视频 faculty and teaching fellows who teach and/or advise students with learning disabilities
Suggestions for Students with ADD/ADHD
According to the Diagnostic and Statistical manual of Mental Disorders, Fourth Edition (DSM-IV), 鈥渢he essential feature of ADD/ADHD is a persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development鈥� (p.78).听 ADD/ADHD are neurobiological disabilities with characteristics of inattention, impulsivity, or hyperactivity that appear in early childhood, are relatively chronic in nature, and are not due to other physical, mental or emotional causes.
Suggested Modifications and Accomodations
Provide a syllabus with clear explanations of tasks and specific due dates
Provide preferential seating near the front of the class and away from possible sources of distraction
Provide materials in a variety of formats to reinforce information presented
Provide test sites that have reduced distractions and allow extended time
Whenever possible, start each lecture with a summary of the material to be covered, or provide a written outline.听 At the conclusion of each lecture, review major points.
Students with ADHD may tend to drift off during class, especially during long lectures.听 They are better able to maintain attention when the material is stimulating and the format varied (for example, lecture alternating with presentations and class discussions). If the class is lengthy, please be sure to permit several breaks.
As the semester progresses, please remind students of impending deadlines.
Avoid making assignments orally, since students with ADHD may miss them.听 Always write assignments on the board or in written form.
Provide prompt, explicit feedback, both written and oral.
Suggestions for Students with Learning Disabilities
A Learning Disability is a neurological disorder which results in a difference in the way an individual鈥檚 brain is 鈥渨ired鈥�.听 Students with learning disabilities may have difficulty with reading, writing, spelling, reasoning, recalling and/or organizing information.听 There are five common types of learning disabilities:
Dyslexia听鈥� a language based disability where the student will have trouble understanding written words/numbers.听 This is often referred to as a reading disability.
Dyscalculia听鈥� a math based disability where individuals have difficulty solving arithmetic problems and grasping mathematical concepts.
Dysgraphia听鈥� A writing disability where students find it difficult to form letters or write within a defined space.
Auditory and Visual Processing Disorder听鈥� A sensory disability where students have difficulty understanding written or spoken language.
Suggested Modifications and Accomodations
Whenever possible, start each lecture with a summary of the material to be covered, or provide a written outline.听 At the conclusion of each lecture, review major points.
Avoid making assignments orally, since students with LD may miss them.听 Always write assignments on the board or better yet, post them electronically.
Provide prompt, explicit feedback, both written and oral.
Provide test sites that have reduced distractions; and when students are taking tests with extended time, do not ask them to move from one test site to another.
Whenever possible, allow students ample processing time to formulate a question or response.
It the use of a calculator or word processor does not take away from the material being taught, these technologies should be available for students.
Incorporate components of Universal Design for Instruction into your teaching.
SAMPLE #1
I am committed to supporting the learning of all students in my class. Students with learning disabilities or ADHD, please register with the听Connors Family Learning Center听(learning disabilities and/or ADHD) or with听Disability Services听(all other disabilities).听()
SAMPLE #2
I am committed to supporting the learning of all students in my class. If you have already registered with听Connors Family Learning Center听(learning disabilities and ADHD) or听Disability Services听(all other disabilities) and have your letter of accommodations, please meet with me early in the course to discuss, plan, and implement your accommodations in the course. If you have or think you have a disability but are not registered, the Connors Family Learning Center and Disability Services websites provide information on the registration process. () 鈥�
SAMPLE #3
Your experience in this class is important to me. If you have already established accommodations with听Connors Family Learning Center听(learning disabilities and ADHD) and/or听Disability Services听(all other disabilities), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.
If you have or suspect you have a disability but have not yet established services through the Connors Family Learning Center or Disability Services, you can see the relevant website for information about the registration process.听
Parent FAQ: Supporting YourStudent with Disabilities in the Transition to College
Dear Parents,
This is an exciting time for both you and your student. It is also a big transition for all families when a student leaves to go to college. While students with disabilities are no different, your role has now evolved as the parent of an adult. While it can be challenging to step back, the most appropriate support fits within the boundaries of offering encouragement, advice, and suggestions. Students need support rather than control from parents and caregivers. It is imperative that the student be the one initiating and interacting with the Connors Family Learning Center. Fostering independence and self-advocacy empowers students to succeed鈥攏ot only in college, but beyond.听
1. How is college different from high school for students with
disabilities?
College is very different from high school. Students no longer receive services through an IEP. Instead, they are protected under federal civil rights laws (ADA and Section 504) and they, as the individual seeking accommodations, must actively request accommodations. The responsibility for accessing support shifts from the school and parents to the student. Boston College requires that students initiate, participate in, and complete all accommodation related communication with the Connors Family Learning Center. First year students should reach out to Erin Farrow at farrowe@bc.edu.
2. Will my student have an IEP or 504 Plan in college?
No. IEPs and 504 Plans do not transfer to college. The Connors Family Learning Center provides reasonable accommodations based on a confirmed diagnosis and evidence of a functional limitation. A functional limitation needs to be shown through evidence of how the disability impacts their function in an academic setting.听
3. What documentation is required to receive accommodations?
Boston College requires the following documentation:
- A diagnosis of a disability
- 听Objective and norm-referenced measures that shows a functional limitations due to the diagnosed disability.听
- If applicable, history of accommodation use including in high school and/or on standardized testing (ACT/SAT/GMAT/LSAT, etc.)
4. Who decides what accommodations my student receives?
Once the student has submitted the required documentation, staff members at the Connors Family Learning Center engage in the interactive process with the student. This includes an intake meeting with the student, a committee review for the requested accommodations and a follow up meeting to conclude the accommodation request process. Accommodation requests can be made at any time throughout the year. Students are expected to meet in person except for summer months when an online meeting can be requested.
5. What types of accommodations are available at Boston College?
Accommodation approvals are individualized and based on a student鈥檚 current functional limitations. There are many accommodations students can receive in college. Examples of common accommodations may include extended test time, distraction reduced testing and assistive technology. Boston College does not approve any modifications to course content or academic standards.听
6. How does my student request accommodations at the Connors Family Learning Center?
Students must initiate the process themselves by completing the intake form found on our website. This form, along with the submission of required documentation, starts the official review. For a step-by-step breakdown of the requirements, please visit our ADHD & Learning Disability Support page.
7. Can I request accommodations for my student?
No, all accommodation request must come directly from the student to the Connor Family Learning Center.
8. Can I sign a waiver to communicate directly with the Connors Family Learning Center on behalf of my student?
No, The Connors Family Learning Center does not communicate with parents directly in regard to accommodations. Boston College encourages students to develop self-advocacy and communication skills by doing so. Students can sign a waiver allowing for academic information to be shared; however, parents cannot take the place of the student. The Connors Family Learning Center still requires the student to be the one to interact with the center.
9. How can I support my student without overstepping?
Parents can help by encouraging independence, reviewing important deadlines together, practicing self-advocacy conversations, and directing students to campus resources鈥攔ather than intervening directly.
10. What if my student struggles academically or emotionally?
Students are always encouraged to self-advocate and seek help from the appropriate office. Tutoring and academic coaching are available for all students at the Connors Family Learning Center. If students are not sure of where to turn, they should contact the Connors Family Learning Center to set up a meeting. They can be referred to the appropriate office if necessary.听
11. Will faculty understand and support students with disabilities?
The Connors Family Learning Center requires students to communicate with faculty to inform them of accommodations by requesting accommodation letters from the office. Faculty are required to provide approved accommodations but are not informed of a student鈥檚 diagnosis. If a student is having difficulty accessing accommodations within a class, the student should contact the Connors Family Learning Center for support.听
12. What skills should my student develop before starting college?
Students benefit from being able to:
- Understand their disability and accommodations听
- Communicate needs to faculty and staff听 听 听听
- Manage time and assignments independently
- Seek help when challenges arise
13. How can families prepare early for a successful transition?
The Connors Family Learning Center begins the accommodation review process for incoming first year students on June 1st of the start date. It
is strongly encouraged that students submit documentation and begin the interactive process before the start of the semester. Parents should encourage students to engage directly with the Connors Family Learning Center so they can build self-advocacy and develop independence.
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Contact
If you have any questions regarding these support services, please contact:
Kathleen Duggan
Director
dugganka@bc.edu