Submit an Academic Petition or Appeal

Petition Letter: Dear Associate Dean (Studies),

I am appealing for credit standing in NSCI 414, taken during the Winter 2016 semester. I have passed the course but, due to a previously unidentified, untreated and unaccommodated permanent disability, I earned a significantly lower grade (C-) than expected. Early this year, substantial difficulties with inattention led me to seek help from Learning Strategies and Counselling Services. Per their recommendation, I have since been assessed by Dr. Rina Gupta of the Regional Assessment and Resource Centre (RARC) and have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD).

Throughout university, I have experienced profound difficulties with sustaining attention on learning tasks. I am restless, disorganized and highly distractible. Despite good intentions, I find it hard to control my impulsive behaviour. These difficulties cause me to perform poorly in courses that require much practice, or the ability to generate and apply information. During my studies, it has been a common theme for me to understand course material fully as it is presented, but be at a loss to reconstruct these concepts and demonstrate any real competency during examinations. In other words, when a course demands true retention and application of learned material, I find it very challenging to do well, as my inattention and profound restlessness hinder my ability to absorb information like other students do. For example, I found CHEM 281 and 282 to be very straightforward intellectually, but at the end of the day, I couldn't seem to retain, practice, and apply the coursework as expected. I have experienced these difficulties in most of the courses that I have taken at Queen's, notably MATH 122, BCHM 315, BIOL 341, PSYC 235, and ANAT 417. All of these courses truly test your knowledge of course material, rather than your ability to recognize facts. It is frustrating to feel that you understand everything being taught, yet cannot seem to prove it when the pen meets paper.

The reader may note that amongst some failures and poor grades, I also have a number of outstanding, first class grades on my transcript. Although my inattention and hyperactivity hinder my performance in most academic contexts, I do sometimes achieve these excellent marks in certain courses. In my psychoeducational assessment report, Dr. Gupta notes that my intelligence quotient (IQ) score ranks at the 99th percentile. She hypothesizes that this very superior ability may have allowed me to succeed academically at certain points in my education, without being identified as having difficulties. This view point is one that I have always subscribed to. I have always felt that I can perform at the highest level in any course, but actually getting down to it is a huge struggle. Despite my behavioural tendencies, I am often able to achieve superior grades simply by attending class. This is true for courses that focus on fact recognition, i.e. multiple choice examinations, or those that are especially stimulating and live, as in laboratory or presentation orientated courses. For example, in Winter 2016, BIOL 403 was a hands-on lab course, while ECON 111 and GEOL 106 were introductory courses that largely focused on multiple choice and very short answer assessments. Despite my difficulties, I am able to excel in these types of courses.

My performance in NSCI 414 was adversely and notably impacted by my disability because it is one of those courses that truly tests your knowledge of course material and ability to reconstruct and apply this information. The course itself was relatively interesting and Dr. Reynolds was an excellent lecturer. I had few, if any, troubles understanding the material as it was presented. In addition, I attended every lecture, took audio recordings, and wrote down notes as I was able, as any serious student should. Despite these efforts, it was markedly challenging for me to demonstrate any real competency in the lectured material when I had a pen and prompt in front of me. In such a course and in light of my ADHD, no amount of will, intelligence, or test taking ability seems to be enough for me to absorb information and ultimately achieve appreciable marks. It became clear during this semester that behavioural and/or pharmacological interventions may be needed for me to perform adequately in similar courses down the road.

With my ADHD diagnosis, I have been advised to start a medication trial to improve my attentional functioning and regulate my hyperactive behavioural tendencies. In addition, I have been advised to request three accommodations to further manage my inattentiveness in academic situations. In particular, assistive technology (e.g. smart pen) will allow me to sync note-taking with lecture recordings, so as to alleviate the burden of focusing on listening and writing at the same time. These recommendations, applied in concert with a focused attention towards improving study and organizational habits, will help me to better absorb and apply material so that I may demonstrate competence during my studies and improve my academic performance overall. Now that I better understand the nature of my disability and the specific tools and resources available to me, I am positioned nicely to achieve my academic goals in any course.

Sincerely,

Cole Johnston