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 LD/ADHD please continue reading.
If you are requesting accommodations based on a physical, psychological, or medical disability, please contact the Disability Services Office.
Documentation Required to Request Accommodations
- Most recent, comprehensive evaluation within the last four years.
- 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 with current documentation, a letter of verification of accommodation from undergraduate institution.
Process and Determination of Accommodation(s)
The student initiates the interactive process by submitting documentation and requesting an intake meeting with CFLC staff. An Intake form will be emailed to the student upon receipt of documentation.
Freshmen, sophomores, juniors please submit documentation to:
Assistant Director Erin Farrow: farrowe@bc.edu
Seniors, Woods College students, graduate students: please submit documentation to:
Director Kathy Duggan: kathleen.duggan@bc.edu
*Please send the official evaluation as one file. We do not accept individual JPEG images of medical documents. If you are unable to submit the evaluation by email, please fax it to: 617-552-6075
Committee will review submitted documents (within two weeks).
The review committee, along with the student, will determine appropriate accommodations needed at Boston College, and prepare confidential Professor Notification Letters (PNL) for the student to take to each professor.
Accommodations are based on the specific nature of a student’s disability, as well as the educational or testing environment in which the student will be functioning on a case by case basis.
After Registration
- Professor Notification Letters (PNL) serve as official notification to professors of student’s approved accommodation(s), and professors’ 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.
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
Suggestons for Students with Accommodations
Inform your academic advisor about your disability. Your advisor will be able to better help you if they are aware of your particular needs. 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. 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. 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. Estimate ahead of time how long a given class assignment will take. Plan to spend at least two hours of study time outside of class for every hour in class. Study more difficult subjects when your energy levels are highest. Build in breaks as you are able.
Use a calendar for planning rather than trying to keep a schedule in your head. Keep a monthly calendar with semester assignments, quizzes, exams and other pertinent information. Fill out a weekly calendar as well with slots that include all of your classes, tutoring appointments, work schedule, exercise plan, study time etc. From the weekly calendar, draw up a daily calendar with a list of things to do each day. There are a variety of websites/technology you can try including Kabanflow.
Attend all of your classes, take notes and participate in discussions. 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.
If you have questions about course material or trouble structuring an assignment, do not hesitate to visit your professor preferably during schedule office hours. It is important to seek help as soon as you need it so you do not fall behind.
If you don’t understand something, ask the professor to rephrase the information rather than merely repeating it. Seek out a tutor at the CFLC for additional help.
Keep up with reading assignments and use reading strategies that promote comprehension and efficiency. Preview new material by looking over section headings and reading the end-of-chapter summaries and questions. 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. 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 BC 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), “the 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” (p.78). 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. At the conclusion of each lecture, review major points.
Students with ADHD may tend to drift off during class, especially during long lectures. 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. 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’s brain is “wired”. Students with learning disabilities may have difficulty with reading, writing, spelling, reasoning, recalling and/or organizing information. There are five common types of learning disabilities:
Dyslexia – a language based disability where the student will have trouble understanding written words/numbers. This is often referred to as a reading disability.
Dyscalculia – a math based disability where individuals have difficulty solving arithmetic problems and grasping mathematical concepts.
Dysgraphia – A writing disability where students find it difficult to form letters or write within a defined space.
Auditory and Visual Processing Disorder – 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. At the conclusion of each lecture, review major points.
Avoid making assignments orally, since students with LD may miss them. 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.
Frequently Asked Questions:
1. How do I know if I should register with CFLC or The Disability Services Office with accommodations?
- If you are requesting accommodations based on a physical, psychological, or medical disability, you need to register with the Disability Services Office.
- If you are requesting accommodations based on a specific learning disability and/or ADHD, you need to register with the CFLC.
2. 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.
3. If I have recently been diagnosed with ADHD and have a doctor’s note; do I qualify for accommodations?
- A letter of diagnosis is not enough to receive academic accommodations at BC. It may establish your diagnosis, but we need information to assist in determining your eligibility for accommodations.
- BC requires a comprehensive evaluation that measures the current functional impact of ADHD on learning. Please review BC’s documentation guidelines.
4. 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 BC?
- Yes, you can still apply for accommodations without history, particularly if this is a new diagnosis. BC’s review committee carefully evaluates each incoming request and determines appropriate accommodations on a case by case basis.
5. I think I may have ADHD or a learning disability, is there a way to get tested on campus?
- No, BC 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
6. 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).
7. 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 ‘meal’ or ‘housing’ accommodation, you will need to register with the Disability Services Office.
8. 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 Disability Services Office.
9. I am confused. I’ve 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 Associate Director Rory Stein, then you are registered with the Disability Services Office. If it is Director Kathy Duggan or Assistant Director Ildiko Szekely, then you are registered with the CFLC.
10. 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.
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 Connors Family Learning Center (learning disabilities and/or ADHD) or with Disability Services (all other disabilities). (adapted from St. Olaf College)
SAMPLE #2
I am committed to supporting the learning of all students in my class. If you have already registered with Connors Family Learning Center (learning disabilities and ADHD) or Disability Services (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. (adapted from St. Olaf College)
SAMPLE #3
Your experience in this class is important to me. If you have already established accommodations with Connors Family Learning Center (learning disabilities and ADHD) and/or Disability Services (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.
Contact
If you have any questions regarding these support services, please contact:
Kathleen Duggan
Director
dugganka@bc.edu