View Full Version : would like some advice about a middle school teacher and my adhd son and her remarks?


EDDIEisMINE
05-03-12, 06:40 PM
Hello. First let me start by saying I'm new and I am glad I found this place. I felt like I was in a sea of alone with my sons adhd. He is 14, but, I just had him diagnosed with adhd after many battling years of telling myself "he's just a boy." I was able to stay at home with him and not work for 11 1/2 years, so, i was able to manage the adhd on my own. Other than a few problems at school, talking, being moved, elementary school, he was always a pretty good student. Just never could focus and pay attention. But, not until 6th grade, did I start having more problems. His English teacher said he was not applying himself, handwriting was horrible, even though he was an A student, he was struggling and his grades dropping. I was able to stay on top of everything for him in elementary school. Sit down after school every day, etc. but, as he got older, all this started to get crazy as i had to go to work and he was not able to do all the homework and learning on his own. His work got harder and I am not able to help him with some stuff. Although he had been recommended for gifted classes at times, he could not do alot of things on his own it seemed. stuff as organnizing his backpack was always left undone. He wouldn't even hear me if i asked him to do it. He seemed to have a motor in him, never listening and always on the go.

ANYWAY, The much needed advice and help is that after he was diagnosed and placed on Adderall, his homeroom teacher, 8th grade, said, no need to let anyone other than the teachers know. Then, last week, he gets his report card and he is failing math, and on it is written, DAVID NEEDS TO FOCUS! from his math teacher. I was upset but considering there is only 3 weeks left of school, i didn't say anything. Then, today, she calls me and leaves me a voice mail, saying she is holding David aside because he can't answer a question on a makeup test that she gave him study material for a month ago. That, she told him when he answered it he could go, and, he told her, "I guess i"ll be here all day, because I don't know it." She was upset. She then progressed to tell me that his other teachers probably had a few words to say about him to if I wanted to talk to them.

I was at work and couldn't answer to talk, but, I called her back and i was told she couldn't come to the phone as she was with her class.

I do not know how to handle this.

Any help will be GREATLY appreciated. This has turned me into a living wreck! How should I handle all this?

Lillianmay
05-09-12, 01:09 PM
I think you will get more help if you post this in the "parent" section.

Does your son have an IEP or 504? (I think that is what it is called.)

If not then I think it is time to get one in place. These help spell out your son's goals and what would be done in certain circumstances. They can help keep a teacher from punishing your child for something that is beyond his control - part of having ADHD, like forgetting materials, and put a plan in place for what will be done if that happens.

I had an IEP for my learning disabilities and wasn't diagnosed with ADHD till last year. My IEP was all about educational goals, so you need some advice from a parent with a IEP or 504 with a ADHD diagnosis.

Repost this in the parents section so other parents can help you.

Lunacie
05-09-12, 02:14 PM
I've never heard of a test where there was so much importance placed on being able to answer
one particular question. I'd ask the teacher how your son did on the rest of the test. And was it
really necessary to single him out from the class for not knowing the answer to just ONE
freaking question? And did anyone else in the class miss one question and have to stay back
because he couldn't answer it?

sophiewilcoxx
05-12-12, 12:59 PM
Im a little worried about my daughter too. I think she has ADHD but I'm hoping she doesn't.

CheekyMonkey
05-12-12, 04:05 PM
Sounds like he would benefit from an IEP. At a time in a child's life when self esteem is falling at critical levels, he has teachers telling him that he just doesn't try hard enough. This will make a lasting impression on his self esteem and school career. His teachers SHOULD know that he has a disability and be help accountable for treating him with the respect he deserves.

pechemignonne
05-12-12, 05:00 PM
Teaching Children with Attention Deficit Hyperactivity Disorder ADHD ADD<!-- #EndEditable --><!-- #BeginEditable "body" -->
Recommendations and accommodations for teaching children with attention deficit disorder (ADHD and ADD).
Defining Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD)


Attention deficit disorder is a syndrome characterized by serious and persistent difficulties in the following three specific areas:
Attention span.
Impulse control.
Hyperactivity (sometimes).
ADD ADHDis a chronic disorder that can begin in infancy and extend through adulthood, having negative effects on a child's life at home, school, and within the community. It is conservatively estimated that 3 to 5% of our school-age population is affected by ADD ADHD.
The condition previously fell under the headings, "learning disabled," "brain damaged," "hyperkinetic," or "hyperactive." The term attention deficit disorder was introduced to describe the characteristics of these children more clearly.
Diagnosis of Attention Deficit Disorder/Hyperactivity Disorder (ADD/ADHD)

According to the criteria in the Diagnostic and Statistical Manual of Mental Disorders (4th ed., rev.) (American Psychiatric Association, 1994), to be diagnosed as having ADD/ADHD, the clinician must note the presence of at least 6 of the 9 following criteria for either Attention Span or Hyperactivity/Impulsivity.
Attention Span Criteria
Pays little attention to details; makes careless mistakes
Has short attention span
Does not listen when spoken to directly
Does not follow instructions; fails to finish tasks
Has difficulty organizing tasks
Avoids tasks that require sustained mental effort
Loses things
Is easily distracted
Is forgetful in daily activities
Hyperactivity Criteria
Fidgets; squirms in seat
Leaves seat in classroom when remaining seated is expected
Often runs about or climbs excessively at inappropriate times
Has difficulty playing quietly
Talks excessively
Impulsivity Criteria
Blurts out answers before questions are completed
Has difficulty awaiting turn
Often interrupts or intrudes on others
Establishing the Proper Learning Environment


Seat students with ADD ADHD near the teacher's desk, but include them as part of the regular class seating.
Place these students up front with their backs to the rest of the class to keep other students out of view.
Surround students with ADD ADHD with good role models.
Encourage peer tutoring and cooperative/collaborative learning.
Avoid distracting stimuli. Try not to place students with ADD ADHD near air conditioners, high traffic areas, heaters, or doors or windows.
Children with ADD ADHD do not handle change well, so avoid transitions, physical relocation (monitor them closely on field trips), changes in schedule, and disruptions.
Be creative! Produce a stimuli-reduced study area. Let all students have access to this area so the student with ADD ADHD will not feel different.
Encourage parents to set up appropriate study space at home, with set times and routines established for study, parental review of completed homework, and periodic notebook and/or book bag organization.
Giving Instructions to Students with ADHD/ADHD
Maintain eye contact during verbal instruction.
Make directions clear and concise. Be consistent with daily instructions.
Simplify complex directions. Avoid multiple commands.
Make sure students comprehend the instructions before beginning the task.
Repeat instructions in a calm, positive manner, if needed.
Help the students feel comfortable with seeking assistance (most children with ADD ADHD will not ask for help). Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child.
Require a daily assignment notebook if necessary:

Make sure each student correctly writes down all assignments each day. If a student is not capable of this, the teacher should help him or her.
Sign the notebook daily to signify completion of homework assignments. (Parents should also sign.)
Use the notebook for daily communication with parents.
Giving Assignments

Give out only one task at a time.
Monitor frequently. Maintain a supportive attitude.
Modify assignments as needed. Consult with special education personnel to determine specific strengths and weaknesses of each student.
Develop an individualized education program.
Make sure you are testing knowledge and not attention span.
Give extra time for certain tasks. Students with ADD ADHD may work slowly. Do not penalize them for needing extra time.
Keep in mind that children with ADD ADHD are easily frustrated. Stress, pressure, and fatigue can break down their self-control and lead to poor behavior.
Modifying Behavior and Enhancing Self-Esteem

Providing Supervision and Discipline:
Remain calm, state the infraction of the rule, and avoid debating or arguing with the student.
Have preestablished consequences for misbehavior.
Administer consequences immediately, and monitor proper behavior frequently.
Enforce classroom rules consistently.
Make sure the discipline fits the "crime," without harshness.
Avoid ridicule and criticism. Remember, children with ADD ADHD have difficulty staying in control.
Avoid publicly reminding students on medication to "take their medicine."
Providing Encouragement:
Reward more than you punish, in order to build self-esteem.
Praise immediately any and all good behavior and performance.
Change rewards if they are not effective in motivating behavioral change.
Find ways to encourage the child.
Teach the child to reward himself or herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today. How do you feel about that?"). This encourages the child to think positively about himself or herself.
Other Educational Recommendations

Educational, psychological, and/or neurological testing to determine learning style and cognitive ability and to rule out any learning disabilities (common in about 30% of students with ADD ADHD).
A private tutor and/or peer tutoring at school.
A class that has a low student-teacher ratio.
Social skills training and organizational skills training.
Training in cognitive restructuring (positive "self-talk," e.g., "I did that well").
Use of a word processor or computer for schoolwork.
Individualized activities that are mildly competitive or noncompetitive such as bowling, walking, swimming, jogging, biking, karate. (Note: Children with ADD/ADHD may do less well than their peers in team sports.)
Involvement in social activities such as scouting, church groups, or other youth organizations that help develop social skills and self-esteem.
Allowing children with ADD ADHD to play with younger children if that is where they fit in. Many children with ADD ADHD have more in common with younger children than with their age-peers. They can still develop valuable social skills from interaction with younger children.
References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed., rev.) (DSM-IV-R). Washington, DC: APA.
Suggested Reading
Bender, W. (1997). Understanding ADHD: A Practical Guide for Teachers and Parents. Upper Saddle River, NJ:Merrill/Prentice Hall.
Fiore, T. (1993). Educational interventions for students with attention deficit disorder. Exceptional Children, 60(2), 163-73.
Gardill, M. (1996). Classroom strategies for managing students with attention deficit/ hyperactivity disorder. Intervention in School and Clinic, 32(2), 89-94.
Hallowell, E. (1994). Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood through Adulthood. Tappan, NJ: Simon & Schuster.
Hartmann, T. (1993). Attention Deficit Disorder: A Different Perception. Novato, CA: Underwood-Miller.
Reeve, R. (1996). A Continuing Education Program on Attention Deficit/Hyperactivity Disorder. Reston, VA: Council for Exceptional Children.
Rief, S. (1997). The ADD/ADHD Checklist. An Easy Reference for Parents and Teachers. Reston, VA: Council for Exceptional Children.
Robelia, B. (1997). Tips for working with ADHD students of all ages. Journal of Experiential Education, 20(1), 51-53.
Schiller, E. (1996). Educating children with attention deficit disorder. Our Children, 22(2), 32-33.
For more information on ADD, write to:
CHADD
Children with Attention Deficit Disorder
1859 North Pine Island Road
Suite 185
Plantation, FL 33322
(305) 587-3700
Contact your local school psychologist, examiner, or personnel in charge of assessment and diagnosis in your school district for specific information and local programs.

Will find the link later...

sophiewilcoxx
05-16-12, 11:28 AM
Thanks for the tip by the way. It will help me how to raise my child even though my child (hopefully) don't have ADHD.

Massari
05-22-12, 12:48 AM
Hello. First let me start by saying I'm new and I am glad I found this place. I felt like I was in a sea of alone with my sons adhd. He is 14, but, I just had him diagnosed with adhd after many battling years of telling myself "he's just a boy." I was able to stay at home with him and not work for 11 1/2 years, so, i was able to manage the adhd on my own. Other than a few problems at school, talking, being moved, elementary school, he was always a pretty good student. Just never could focus and pay attention. But, not until 6th grade, did I start having more problems. His English teacher said he was not applying himself, handwriting was horrible, even though he was an A student, he was struggling and his grades dropping. I was able to stay on top of everything for him in elementary school. Sit down after school every day, etc. but, as he got older, all this started to get crazy as i had to go to work and he was not able to do all the homework and learning on his own. His work got harder and I am not able to help him with some stuff. Although he had been recommended for gifted classes at times, he could not do alot of things on his own it seemed. stuff as organnizing his backpack was always left undone. He wouldn't even hear me if i asked him to do it. He seemed to have a motor in him, never listening and always on the go.

ANYWAY, The much needed advice and help is that after he was diagnosed and placed on Adderall, his homeroom teacher, 8th grade, said, no need to let anyone other than the teachers know. Then, last week, he gets his report card and he is failing math, and on it is written, DAVID NEEDS TO FOCUS! from his math teacher. I was upset but considering there is only 3 weeks left of school, i didn't say anything. Then, today, she calls me and leaves me a voice mail, saying she is holding David aside because he can't answer a question on a makeup test that she gave him study material for a month ago. That, she told him when he answered it he could go, and, he told her, "I guess i"ll be here all day, because I don't know it." She was upset. She then progressed to tell me that his other teachers probably had a few words to say about him to if I wanted to talk to them.

I was at work and couldn't answer to talk, but, I called her back and i was told she couldn't come to the phone as she was with her class.

I do not know how to handle this.

Any help will be GREATLY appreciated. This has turned me into a living wreck! How should I handle all this?

Increase the number of appointments with his psychiatrist so his treatment can be better monitored until a proper solution is found. Also, discourage all punitive methods imposed by the school through messages such as:

"I do not authorize my son to attend his detention nor any future detentions. Thank you for your understanding."

Also, instruct your son to leave and not be intimidated by such measures. The last thing he needs is punishment from staff not knowing what ADD is. If they give you trouble, state your son's condition and threaten to sue.