Category 2: Concise, factual information and brief descriptions of academic courses and extracurricular activities

Category 2: Concise, factual information and brief descriptions of academic courses and extracurricular activities

I was diagnosed with generalized anxiety disorder during fall of my sophomore year due to somatic (e.g., upset stomach, fatigue) and cognitive symptoms (e.g., difficulty concentrating) that I have experienced since eighth grade. However, I have learned to cope with my condition through regular treatment, and my grades have improved dramatically over the past two years as a result.

Physical, learning, neurological, and developmental disabilities

A diagnosed physical or learning disability is worth explaining in the Additional Information section, especially if it has impacted your education or your ability to participate in certain extracurricular activities. Whereas many students with disabilities receive reasonable accommodations for classes and testing, many do not. If you have not, you should note that here, too.

In fifth grade, I was diagnosed with surface dyslexia (reading disorder), which impacts things such as my ability to recognize and read words that defy pronunciation rules (e.g., I read “mint” without error but struggle with the word “pint.”). While I read more slowly than most students, I have developed strategies with specialists to overcome my dyslexia and have received A’s in English and Social Studies. However, I still struggle with timed tests, which contributed to my Reading caribbean cupid giriÅŸ score on the SAT being noticeably lower than my Math score.

I was diagnosed with ADHD at the end of my freshman year. However, my small school is not equipped to provide accommodations, nor have I received any for standardized tests. …