Higher Education

My Son had a similar experience in his first year at foundation level and year 1. His organisation was appalling, He struggled with deadlines, ambiguous text and concepts. He couldn’t get himself up in time for lectures and was exhausted at the end of each day.

He began having mental health problems and couldn't cope with the course. Then an eagle eyed lecturer spotted his symptoms and sent him for assessment.

To be honest the diagnosis was a bolt from the blue, but I don't know why. Both his brothers have a severe form and I have a strong family history of it, but I’d just assumed he was ok. Once his DSA came through, he was able to access weekly timetabled support and assistive software to help him cope with other co-occurring learning difficulties that had been identified. He also had access to a councillor.

Things have definitely improved and now I'm not getting the tearful calls at 3am. I found it very difficult to get him support from afar or talk to anyone about his distress, but accompanied him to the student support meeting and was amazed at the range of options available.

As Longman says, see what is being provided. If the support is insufficient, it needs to be improved. My son couldn't initiate very much himself and if your son is similar, it maybe that the Uni needs to be made aware that support needs to be advisor driven, not student driven. No one person has the same level of need and as you’ve probably read on here, the spectrum ensures exactly the same. A specific cover for one will not be appropriate for another.

My son didn't like change and It's taken three years for him to feel happy where he is. Be prepared that if he does stay, it may take him quite some time too. I hope he gets more support for his sake and that of his self-esteem.

A troubling time I know.

Take Care

Coogy

My Son had a similar experience in his first year at foundation level and year 1. His organisation was appalling, He struggled with deadlines, ambiguous text and concepts. He couldn’t get himself up in time for lectures and was exhausted at the end of each day.

He began having mental health problems and couldn't cope with the course. Then an eagle eyed lecturer spotted his symptoms and sent him for assessment.

To be honest the diagnosis was a bolt from the blue, but I don't know why. Both his brothers have a severe form and I have a strong family history of it, but I’d just assumed he was ok. Once his DSA came through, he was able to access weekly timetabled support and assistive software to help him cope with other co-occurring learning difficulties that had been identified. He also had access to a councillor.

Things have definitely improved and now I'm not getting the tearful calls at 3am. I found it very difficult to get him support from afar or talk to anyone about his distress, but accompanied him to the student support meeting and was amazed at the range of options available.

As Longman says, see what is being provided. If the support is insufficient, it needs to be improved. My son couldn't initiate very much himself and if your son is similar, it maybe that the Uni needs to be made aware that support needs to be advisor driven, not student driven. No one person has the same level of need and as you’ve probably read on here, the spectrum ensures exactly the same. A specific cover for one will not be appropriate for another.

My son didn't like change and It's taken three years for him to feel happy where he is. Be prepared that if he does stay, it may take him quite some time too. I hope he gets more support for his sake and that of his self-esteem.

A troubling time I know.

Take Care

Coogy