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All Children Can Learn |
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School and ADHD Children with ADHD often have difficulty learning in the traditional school setting. By nature they are often impulsive, inattentive, easily distracted, and have poor executive functions. Public schools tend to emphasize the weaknesses of these children. If teachers are creative, innovative, and flexible a child with ADHD can many times be successful with some accommodations/modifications to the regular classroom setting. If the setting is inflexible, repetitive, and requires a great deal of passive sitting, there is often trouble brewing. Such a child can manage such a setting for only the briefest of time periods. It is important for parents and school personnel to understand that being different is not bad, but an inconvenience that can be overcome with some creativity, effort, and understanding. Read Basic Nature of ADHD for a better understanding of what often makes the person with ADHD "tick". While this article pertains particularly to ADHD we now know there are many behavior related disabilities with similar need for supports, such as Aspergers Syndrome. Incompetence or noncompliance? Is the child not performing because of an incompetency, say in the area of executive functions, or is the child choosing not to comply with the demands of school? For staff who do not see the difference, the emphasis is usually on the term "noncompliance". Whereas staff would see a child who has an obvious physical disability as needing extra assistance, modifications, and accommodations, they are sometimes blind to those who have physically invisible disabilities. The behavior and work production of such a child is viewed more and more negatively as the child reaches an age that requires classroom changes, time management, and a larger group of children in the school. Periods of transition, before school, during classroom changes, lunchtime, or on the bus can be particularly risky for such a child. Involvement of law enforcement The child with ADHD, who is not provided the necessary modifications, accommodations, supports and/or services, is at much higher risk for involvement with the law. The innate weaknesses listed above, especially the impulsivity, place this child at risk when they are placed in contact with law enforcement personnel who are not trained to deal with highly charged emotional situations where a child feels threatened. Far too often they are placed on the path to juvenile detention or worse, at a very tender age. This is not to say that children must learn personal responsibility. But for this child, failure is very likely if formal supports do not assist him or her to more productive work and appropriate behavior when necessary. When a child knows he or she is viewed as a "problem" child, he or she is more likely to exhibit more problem behaviors. Executive Functions Executive functions are most often ignored, but are now known to play a huge part in the life of a person with ADHD. School psychologists are usually delighted when a parent addresses executive functions. Frequently, providing supports in this area can make the difference between success and failure for a child. Here is an article about executive functions. Child Find The Individuals with Disabilities Education Act mandates that districts seek out, identify, and serve children with disabilities that negatively impact their education. This mandate places a lot of responsibility for a child's success or failure on the district, not just the child. If a child is having difficulties, behavior or otherwise, parents can request, (always in writing), that the district fully evaluate the child for any special needs, including those that might be associated with ADHD and executive functions. Once parents have placed their concerns in writing to the district, and asked for assistance, including evaluations, districts must provide civil rights protections to that child while he or see is undergoing the evaluation process. If such concerns are not brought to the attention of the district, (in writing), the child continues to be subject to the normal disciplinary rules that apply to children who do not have disabilities. If the district evaluation does not reveal the needs as parents see them, they can then ask for an independent evaluation at district expense, (again in writing.) This information can empower parents to implement immediate protections, and to seek positive help for areas of concern, rather than leave a child with no protection within the system. See Bumps in the Road for a fuller explanation of those protections and how the system works.
Ó 2000, 2007 Judy Bonnell |
