Student Name
Maan Almarhoon
Date of Assessment
December 22, 2025
Student ID
30156874
Subject
Self-Report for Accessibility Services
1. Executive Summary
Mr. Almarhoon has submitted a detailed self-report consistent with a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD), specifically the Combined Presentation (Inattentive & Hyperactive/Impulsive), with significant comorbidities in anxiety and potential depressive symptoms . The student explicitly confirms a prior diagnosis of ADHD and a history of psychiatric referral .
The reported symptom profile indicates severe deficits in Executive Functioning (time management, prioritization) and Working Memory, which substantially impact his ability to perform in a standard academic environment without accommodations.
2. Background & History
- Educational History: Mr. Almarhoon reports a history of academic struggle, noting he was "on the verge" of repeating grades 7, 9, and 10 . His current post-secondary grades average in the B to C range .
- Family History: There is a strong genetic component indicated. He reports multiple cousins diagnosed with ADHD and a father with memory issues . Additionally, his mother, aunt, and cousins have a history of depression .
- Medical Context: He is currently under the care of a physician (contacted in early December 2025) and has accessed counseling, psychiatry, and neurodivergent support services .
3. Clinical Symptom Profile
A. Attention & Focus (Inattention)
The student displays chronic difficulty in sustaining attention, a core feature of ADHD.
- Distractibility: He reports being "easily distracted" and "daydreaming a lot," with symptoms traced back to the 1st grade .
- Task Management: He has trouble focusing unless "extremely motivated" or if the task is strictly relevant .
- Reading Deficits: He describes "zoning in and out a ton" while reading . He often has to read sentences "twice or thrice" to process the information and occasionally skips lines accidentally .
B. Executive Function & Organization
This is the area of most significant impairment.
- Time Blindness: Mr. Almarhoon identifies estimating time as "one of my biggest issues in life" and reports that he rarely completes tasks comfortably by the due date .
- Prioritization: He struggles to prioritize, noting he has "no real priority list" and frequently forgets important life maintenance tasks like paying bills .
- Task Switching: He experiences "hyperfocus," getting stuck on tasks for hours without realizing the passage of time, and finds it difficult to transition .
C. Working Memory & Processing
- Retention: He reports that he "very hardly" retains information after exams and struggles to remember formulas unless they are written down .
- Verbal Processing: He notes a delay in word retrieval ("finding vocab words") when explaining concepts .
D. Emotional Regulation & Sensory Sensitivity
- Sensory Overload: The student gets "extremely irritated" by background noises while listening .
- Rejection Sensitivity: He reports being very sensitive to criticism, which depends heavily on the delivery tone .
- Emotional Volatility: He describes his mood as "very volatile" and prone to quick changes based on external events .
4. Functional Impact on Learning
The student’s neurocognitive profile creates specific barriers in a traditional testing environment:
- Exam Performance: Due to the need to re-read sentences multiple times and the tendency to "zone out" , standard time limits are insufficient for him to demonstrate his actual knowledge.
- Environment: His extreme irritation with background noise suggests that taking exams in a general hall will result in cognitive underperformance.
- Self-Esteem: A persistent feeling of "failing myself" regarding task completion and feeling "lesser" than peers indicates a risk of academic burnout.
5. Strengths & Resiliency Factors
Despite these challenges, Mr. Almarhoon possesses significant cognitive strengths that should be leveraged:
- Learning Style: He identifies as a "Practical" and "Visual" learner who learns best through "Trial & Error" .
- Intellectual Engagement: He enjoys "deep/intellectual/controversial conversations," indicating high verbal intelligence .
- Work Ethic: He describes himself as a "fast learner" in work environments and capable of intense focus ("workaholic") when engaged .
6. Professional Recommendations
Based on the alignment of the student's self-report with diagnostic criteria for ADHD and Executive Dysfunction, the following academic accommodations are strongly indicated to ensure equitable access:
- Extended Time on Assessments (1.5x or 2.0x): To compensate for processing speed deficits, reading regression (re-reading lines), and "zoning out" episodes.
- Distraction-Reduced Testing Environment: A semi-private or private room is necessary to mitigate sensory gating deficits (irritability with background noise).
- Memory Aids: Permission to use a formula sheet or memory cue card during exams to address specific working memory deficits regarding formulas .
- Instructions in Multiple Formats: Written instructions provided alongside verbal ones to counter auditory processing slips (mishearing words) .