ADHD at the Elementary Level

By the time most children are identified as ADHD, 3rd or 4th grade, the problems they have experienced in school include short attention span, difficulties with organization, distractibility, hyperactivity, and problems with self-control *(Parker, p. 22).  Developmentally, these children are behind their same-age peers and are often already stigmatized as a behavior problem by their teachers.  As sad as it may sound, some teachers naively "give up" on these children because they have tried interventions and failed to find a "fix" for the challenges ADHD children present in the classroom.  The ADHD child is more of a hindrance to classroom progress, regardless of what other talents and strengths this child may possess/exhibit.  It is not the intention of most teachers to pigeon-hold any child.  Frustration over attempted and failed interventions combined with a teacher's lack of knowledge and understanding about ADHD is an environment in which only difficulties and failure can occur for both the child and the teacher. 

Key at this level is the teacher's classroom style and attitude. At this academic level, demands requiring attentiveness, organization, planning, and independent work increase, and typically, so do the ADHD child's problems *(Parker, p. 23).  Work completion often is one of the first struggles noted.  A teacher gives time for work to be completed in class but the ADHD child does not get it done regardless of the amount of time given for the task.  Other challenges that often present themselves for the child include the simple act of starting a task or assignment and homework.  Each of these tasks require multiple skills put into action simultaneously.  The ADHD child will have troubles with such a task.  Another problem that often occurs is with socialization *(Parker, p. 24).  The ADHD child is often rejected by peers because their behavior disruptive in nature and they struggle with social cues.  Boundaries become a challenge as well as the ADHD child struggles to recognize and/or respect the boundaries of others.

All of these frustrations add to the challenges the parents face at home.  Parents begin to dread the phone call from school.  It is critical that parents and teachers work together to support the child.  Parents are a tremendous resource and need to be kept informed of what is happening at school.  In addition, parents are usually eager to be involved in the teacher's efforts to support the ADHD child.  In order to best support the child, it is imperative for the school to foster a partnership.  Keeping parents informed of activities in the classroom, homework help tips, tips about educational programs to watch or good books to read are all things that can foster a relationship between the school and home *(Pffifner, p. 124-25).

Some strategies that can be used by the classroom teacher to help support the ADHD child include:
1.  Seat the child close to teacher's desk or chalkboard.  This helps with continuous monitoring. 
2.  Seat the child away from windows, things that hang low,  or extremely stimulating objects.
3.  Walk around the room near the ADHD child often and praise him/her for staying on task or redirect as needed.
4.  If the child has trouble sitting, allow him/her to stand and complete a task as long as they are not disruptive.
5.  Operate a well-organized classroom.  Work centers should be uncluttered and kept full of materials. 
6.  Have an effective classroom routine for tasks.  Stick to the routine.  Teach major academic subjects (such as reading) in the morning, if possible.  This is the time of day children are the most focused.
7.  Alternate between activities.  Allow for movement whenever appropriate.
8.  Keep the lesson lively, short, and paced appropriately.
9.  Involve all students in the lesson whenever possible.  Engagement is critical for all level of children. 
10.  Keep directions simple and repeat often.  Have another student restate the directions.  Keep directions simple and repeat often.  Keep directions simple.....I think you get the point.

There are many other strategies that support learning for all students.  These are only a few that the ADHD child will benefit from the most.

*Note:  Resources are those used in the previous article.

All About ADHD: Developmental Levels

As an educator, I have encountered ADHD students every year in every class.  A new teacher will no doubt encounter a child with ADHD within his/her first or second year of teaching.  As far back as 1996, there was an estimated 3-5% of the school age population (over 2 million students) diagnosed with ADHD.  This translated to about 1 to 2 kids in every classroom all across the country (Pfiffner, p.10).  In 2009, slightly less than 5.5 million school age children were diagnosed with ADHD.  With such a large number of school age children diagnosed with ADHD, it is imperative that educators have a strong understanding what ADHD is and how it impacts the learning of a child.  It is only after an understanding of ADHD occurs that effective teaching strategies can be implemented to help support the education of any child at any educational level with ADHD. 

It is a bit uncommon for a child under the age of 6 to be formally diagnosed by a doctor with ADHD simply due to the commonalities between small children with and without ADHD.  There are no objective answers to questions, such as "When is inattentiveness considered impulsivity" or "How do parents differentiate between behavior that is developmentally normal from those that are indicative of a long-lasting problem"? (Parker, p. 22). Preschool children are naturally impulsive and very active.  Attention spans are focused on interesting and new things and are very brief (based upon interest in an item).  Preschoolers are self-centered, demanding, and generally get upset when they don't get what they want.  Teachers at this level plan instructional activities knowing this about their students' development.  ADHD preschoolers are often described by their parents as more overactive than normal.  Their need for stimulating activity means they are constantly moving and climbing.  Constant supervision is necessary.  They are often described as exhibiting uncommon reactions to frustrations, including aggressiveness, that most other children their age do not exhibit.

Parents of ADHD children often describe themselves as "exhausted" by the child rearing process (Parker, p. 22).  Disruptive behavior is a concern when children with ADHD begin school IF there has been no meaningful and effective behavioral controls at home.  At school, there are definite strategies a teacher can use to help support the preschool child diagnosed with ADHD (by the way, most strategies work with all younger children, not just those with ADHD).

1.  Keep eye contact with the child.  If necessary, gently hold their chin so that they are looking at you when you speak. Children tend to listen more closely when they are looking at you as you speak.

2.  Structure the day as much as possible.  Keep nap times, meal times, and various activities at the same time each day.  Having the day predictable for the child will help them cope better.  Let them know any disruptions that may happen and what to expect.  Let them know what you expect of them. 

 

3.  Give them plenty of time to release energy.  Set up times during the day for them to run or release energy.  Make daily trips to the playground or play outside. If stuck inside, use a radio or CD and have them dance. 
4.  Choose toys carefully.  Children with ADHD can be emotionally immature.  Allow toys that will benefit them developmentally and also provide toys to stretch their intelligence.  (Children with ADHD do not have a lower intelligence level.)

5.  Integrate learning techniques.  Use as many as the senses as possible when teaching a new skill.  If you are teaching your child colors, find items they can touch, eat, or smell.  Have them draw with crayons.  Having learning become interactive will help them learn more quickly.

6.  Create an environment to help them succeed.  Accept they may be accident prone and put away items you don’t want broken.  Use simple organizational structures they can use to put away toys.  Use pictures on drawers to help them know what is inside. 
7.  Be consistent.  Consistency is the most important part of behavioral management when working with children with ADHD.  The more consistent you are, the more they will know exactly what to expect and be able to follow your rules.

More information and resources can be found on this topic at the Attention Deficit Disorder Resources Website. www.addresources.org

Chandler, MD, Jim (2002). What is ADHD?
Parker, PhD, Harvey (1996).  The ADD Hyperactivity Handbook for Schools
Pfiffner, PhD, Linda (1996).  All About ADHD:  The Complete Practical Guide for Classroom Teachers

An iPAD for My Special Needs Child?

Think about it.  Assistive technology is a large part of the educational journey of a child with an IEP.  More and more applications are being created to assist students with low vision or blindness, autism, speech delays, fine motor development delays, behavior issues, deafness, and general learning disabilities.  To determine if an iPAD may be in the cards for your child, seek assistance from an advocate or another person you trust to act on behalf of your child.  Research is always a good way to start.  Simply google "iPAD use for special education students" and see where it takes you.

Most people get a bit hung up on the negatives that could result if such a device is used to entertain.  The hard truth to that perspective is that our schools allow the use of technology devices to entertain now.  Technology devices are entertaining by nature as they are highly engaging and interactive.  The key is to understand that they are simply a different teaching and learning modality.  In addition, the device, itself, can only be used in ways that fit the applications loaded to the device.

Some truly neat ways schools are using this assistive technology include teaching pre-literacy skills.  A child can trace the letter or number with his/her finger rather than use a crayon or marker.  Older children can use this device to learn math facts without the traditional flashcards.  This device is highly communicative and can be used in a variety of ways in speech therapy.  The possibilities are unlimited at this time.  The most important consideration is the needs of the IEP child.  Rather than make the child fit the technology, ensure the technology fits the child.

As the mother of a daughter with an IEP for low vision, it is critical that technology be a staple piece of the IEP and the education of my daughter.  Looking ahead is also important.  Decisions cannot be made, often, for simply the time at hand.  What will be needed a few years down the road?  How do we begin to plan for that when it comes to assistive technology?  If the school goes a direction with technology, what does this mean for my child?

Ask about assistive technology.  It is extremely uncommon (I cannot think of any reason) for an IEP to not have the "assistive technology" box marked.  As our society becomes more global, our IEP children will have to be exposed to a level that is appropriate for them.  As of yet, due to the newness of much technology (i.e. iPAD), there is no research on the effectiveness of the iPAD as an educational tool.  As with any technology device, there are positives and drawbacks.  So far, the positives far outweigh the drawbacks.  Check it out for your child.

Certificate vs. Diploma

In light of the fact that community colleges require at least a GED for entrance, as do most employers, what is the value of an "alternate" diploma for special needs kids (even those attending alternative school)?  Simply put...NONE!

Parents must be aware of the school district's policy regarding "alternate" diplomas; sometimes called "certificate" programs.  Just from a theoretical perspective, the name implies lower expectations of a student.  For this reason, alone, it is not only my professional opinion but the professional opinions of others (i.e. advocates, legal counsel, educators, and doctors) who serve kids that such an option is not in the best interest of any special needs child.  So what is a parent to do when someone at the school suggests an "alternate" diploma for their special needs child?

First, know the law.  IDEA clearly supports high expectations and access to the general education curriculum in the regular education classroom to the maximum extent possible so a child has the greatest opportunity to meet IEP goals and prepare to lead productive and independent lives to the maximum extent possible (IDEA, 20 U.S.C. 1400 (A)(5)(i,ii)).

Second, know the school district's policy as well as the state policy.  State policy over-rides district policy so if these are in conflict, the district needs to know that their policy is not the one to be followed.

Third, explore the thinking behind any recommendation for your child to receive an "alternate" diploma or certificate.  Do they not believe your child can reach the same course standards as the regular education students?  If this is the belief, the question of "why" must be posed.  In addition, IEP kids are entitled to free public education until the age of twenty-one.  Could a continuance of services for your child be what is necessary for those same course standards to be met?  Are they recommending an "alternate" diploma based on your child's developmental level of functioning?  What services are being provided for your child, currently, and do those services need to be changed in any way to help your child meet a higher level of course standard that may help your child achieve that regular diploma?

Do not let the school district convince you that anything less than a regular diploma is acceptable for your child.  Be the advocate for your child and the expert in what your child may need to achieve a regular diploma.  I believe school districts are not in the habit of purposefully lowering standards for students who have special needs.  I believe they simply do not know what other options they may have.  This must be explored by all members of the team, of which the parent is critical.  Become knowledgeable.

Bruce, Susan.  "Certificate Programs v. Regular Diploma--No Way!" 
This article can be viewed on the Wright's Law website     www.wrightslaw.com

Wright, Peter & Pamela. Special Education Law, Second Edition. Harbor House Law Press, 2010, page 46.

Does My Child Have an Organizational Style???

The simple answer to this is YES!  We all have organizational styles.  In How to Get Organized Without Resorting to Arson, Liz Franklin uses "access styles" to help determine organizational styles.  Access styles describe how people access (or retrieve) stored information and how people organize their thoughts (Organizing the Disorganized Child, Kutscher & Moran).  A person's style influences how he/she form habits, categorize items, and then finds the items.  There are three basic styles of organization:

Visual:  people who exhibit this style generally try to think of missing items in the last place they SAW the item; having the item visible is a must (out of sight out of mind); prefer colors as a tool to support their organization and do not like cluttered areas (visually cluttered=overload)

Spatial:  people who exhibit this style try to find things in relation to the last place they USED the item; typically they like their supplies within reach when they are working on something; a cleaned off area is a must as they want a space that "feels good" when they begin work

Sequential:  people who exhibit this style try to find items in relation to the last time they HAD the item; usually think "numbers" and remembers things in terms of dates or times of events; their space may look messy but they can find things easily as there is a certain order to the piles; they are detailed people and do not like their work area "straightened up" by others.

Can you recognize your child's learning style?  What about your own?  Do you or your child have more than one style?  This short questionnaire (Organizing the Disorganized Child, Kutscher & Moran) may help you if you don't know.

• When your child is looking for his backpack, he asks you
• Did you see my backpack?
• Do you know where I put my backpack?
• Do you know when I last had my backpack?
• When your child is doing her homework, she
• put all the items she will need for the homework out in front of her
• clears off the area before she does her homework
• stacks her homework assignments in a certain order before or after completing the assignment
• Your child responds best to a teacher who
• writes notes on the board
• makes her feel good about herself
• runs a very structured and orderly class
• When your child is invited to a party, he
• decided how much fun he thinks the party will be based on the design of the invitation
• thinks about what he will do at the party
• wonders how long the party will be
• You have noticed that your child likes to
• look at pictures
• build with blocks or Legos
• play with electronic devices
• When your child returns from a play date, he
• describes what his friend's house looks like
• describes how he felt at the play date
• describes detailed events of the play date in the order in which they happened
• Would your child rather go to a
• movie
• physical activity such as soccer, gymnastics, or dance
• computer trade show
• When picking out a book from the library, your child looks for
• the book with the nicest cover
• a title that he feels good about
• a book about history or a biography

If you selected, mostly, the first response for each question, your child is most likely a visual organizer.  If you selected mostly second bullet responses, your child leans toward being a spatial organizer.  Finally, if you selected mostly third bullets, this child tends to be a sequential organizer.

Your child's primary organizational style (yes, he/she may have two), will largely support his/her organizational techniques.

Sources:
Kutscher & Moran.  Organizing the Disorganized Child:  Simple Strategies to Succeed in School.  New York.  HarperCollins. 2009.  Print

The New Special Education Teacher

Teaching is a difficult challenge.  It is both an art and a science.  The art of teaching is something most classroom teachers work on for years.  Each year brings the opportunity to begin anew and perfect those "affective" parts of the profession that cannot be learned through books or  lectures.  Being a master teacher is much more than just knowing one's content.  The core of being a master teacher is found in the ability to support students in mastering the content, retaining critical concepts, and enjoying the classroom experience, predominately accomplished through the development of positive relationships.  This challenge is difficult for veteran teachers; imagine what a first year teacher goes through in having to put the theory into practice.

Not only are new to the profession teachers faced with the challenges of putting all that theory into practice but also they have individual needs that must be met in order to be effective.  Providing support that addresses teacher's unique needs is important for increasing their effectiveness, helping them make a smooth transition into teaching, and reducing their stress and turnover (Teaching Exceptional Children, May/June 2011).  The real challenge is for parents to know their child's teacher is new, inexperienced, and how the district will plan to support the teacher in meeting the IEP child's needs over the next several months.  This is increasingly important as the turn over in special education teachers is high.  The frustration parents feel when they know they have to "train" a new teacher about their child and his/her needs is real and must be addressed if progress is to be consistent.  This consistency is the responsibility of the district, but special education teachers are often expected to know things they truly do not.  So what can the parents do to help hasten the learning curve of the new teacher?

1. Introduce yourself in person within the first few days of the school year, preferably before if possible.  A "back to school" evening is a great time or even during the first few days of in service before the students return.  It is nice to have a face with a name and be able to associate a child with a parent.  Try to schedule this so as to not interrupt any meetings the teacher may be in during the time you wish to meet.
2. Ask the teacher if he/she has read your child's IEP or cumulative file.  This is critical.  This teacher is the roster teacher for your child and needs to know his/her IEP before the IEP comes due.  I can think of nothing more that could set a special education teacher up for failure than to start the school year and not know the basics of a student's IEP needs. If this teacher has not read the IEP or file, discuss your child's IEP with this teacher.
3. Find out, just by asking, if the teacher is fully certified or on a conditional license.  This is important as it will tell you how much education he/she has had up to this point.  It is not uncommon for special education teachers to be on a conditional license. 
4. Be clear with the teacher if you prefer a specific venue for communication (i.e. phone, e-mail).  Parents are encouraged to communicate frequently and consistently with the new teacher, especially at the beginning.  This shows your advocacy for your child and lets the teacher know you are not expecting a one-way street of communication.  Remember, this new teacher has several students and needs each parent to be proactive with communication.  If there are specific things you expect from a phone call, be sure to let the teacher know. 
5. As a parent, you must remember that your child's teacher no doubt wants to be effective in his/her services to your child.  While it is not your job to provide extended educational opportunities or hold that person's hand as he/she becomes acclimated to the school, policies, procedures, and expectations, it will benefit your child to take the lead in communication.

You are your child's number one advocate.  Don't hold back. 

Prepare for a Scholarship Interview

Congratulations!  You've been selected for an interview for a college scholarship.  You've done a lot of hard work to get this interview so now is not the time to relax completely.  An interview for a scholarship is similar to a job interview. There are some definite things you want to do.

1. Dress appropriately.  Take care to exercise strong grooming habits.  Your clothing should be clean and pressed.  Hair and teeth should be clean and fingernails should be free of dirt and grime. Jeans are absolutely not acceptable nor is anything low cut or too form fitting.
2. Take all of your materials with you to the interview.  The minimum materials include a resume, letters of reference, and the portfolio you should have put together.  You may additional materials the scholarship committee asks you to bring,
3. Present yourself with confidence but not arrogance.  Emphasize why you deserve this scholarship and articulate your strengths.  Don't be afraid to address any shortcomings the committee may ask you about; just be honest and try to use the opportunity to let the committee know you are not perfect but you recognize shortcomings and work to improve them.
4. Sit forward when you speak to show interest in the interview.
5. Make sure you know the mission of the organization of the scholarship for which you have been selected.  Know a bit about the history of the organization and use this information to help you make a personal connection to the interview committee.
6. When answering a question, try to elaborate on your answer by providing examples to help the committee see a more in depth profile of your experience.  Try to use opportunities in this interview as a chance to show the committee they are investing their money in you and that their investment will reflect a great return.
7. If you learned something from an experience be sure to share that.  This is critical as it helps the committee see how you've grown as a result of your experience.
8. Finally, be sure to thank the people who are interviewing you for their time.  This is personal touch that cannot be over-emphasized.  Let them know you look forward to hearing from them.

You will do great!

Studying for a Final

It is that time of the school year...semester finals.  These are a very important part of the educational experience.  Final exams give students a chance to show what they have retained over the course of the semester.  For seniors, final exams give students a bit of a taste for what a regular college test may look and feel like.  There are specific ways students can study for a final exam.  The key is to be sure to study.  Other tips include:

• Start studying early; about now for a final at the end of this month.  Gather materials you believe will support you in studying:  handouts, old tests, notes, power point presentations, and such. 
• Try studying with a partner or small group.  This is productive in terms of utilizing information sources.  Others can fill in the gaps you may have in your understanding of something. It is also a great way to make studying seem less tedious.
• Use your textbook.  You don't have to re-read everything, but it will help to peruse the material again; it may jar your memory to read the chapter questions or the subheadings within the chapter.
• Test yourself.  Create your own test questions on the material.  Have someone quiz you on the questions you created.
• Study a little bit each time you review the material.  Allow yourself 20-25 minutes at each interval.  You will be surprised at what you remember and how much you have learned.

Good luck!

Repeating a Class

It is an assumption, but I believe most students really don't like to retake a class.  Taking a class and failing can have a very negative impact on a student's self-esteem and attitude toward school.  I will also step out on a limb and say that nearly all students who fail a class do so because of bad habits, such as disorganization, apathy toward school or the class specifically, and simply not turning in work.  Whatever the reason a class was failed and is on your schedule again, you have to make some changes if the same outcome is not to be repeated.  Learn from the mistakes you made the first time.

1. Commit to a new start.  There is no use blaming yourself or anyone else for failing a class.  Use this experience to learn some better habits and improve yourself.
2. Be better organized.  Use a specific folder and a planner to keep track of the assignments for this class.  When you complete and hand in an assignment, put a check mark or some symbol next to it so you can see your progress and know you handed in the required work.
3. Chances are you still have some materials from the class.  Use old tests and quizzes as review material.  Be sure to do the required reading again, but you will no doubt find you can move through the material faster as it will be familiar to you.  While you may not remember all the detail of the important concepts from the first time, you will remember reading about them.  Use your prior knowledge to help you through the material.
4. Talk to your teacher frequently.  You need to let him/her know you are concerned about your progress.  Whether the teacher is the same or not, you are repeating the class and the teacher will, most likely, know.  A positive attitude and genuine concern for your academic progress will make quite a difference in your experience.
5.  Try to use other sources to help bring the materials to a level of understanding for you, if you are struggling with concepts.  I recently had to help tutor a biology student in genetics, and I was having trouble understanding the concepts by reading the textbook.  I googled "genetics for dummies" and "simple genetics" and was greeted by a large amount of material.  I was much better prepared to help tutor the student after I spent some time doing a little research.

Failing a class is not the worst thing that will ever happen to you.  Getting stuck in the negativity and allowing the experience to leave a permanent scar is not acceptable.  Learn and grow from your experience.  Know this, however...if you don't change some habits that you know caused problems for you the first time, failing again is probable. 

Extended School Year (ESY)

Extended year services are services provided to IEP students beyond the traditional academic year.  In order to remain in legal compliance with FreeAppropriate Public Education (FAPE) school districts may be obligated to provide services to those students who are eligible.  The purpose of ESY services is to continue work toward the progress of IEP goals; it is not simply summer school which is considered remedial coursework opportunities. 
The IEP team determines a student's eligibility for ESY services.  Services may not be limited by the school; the decision for ESY services including frequency, duration, and type is made by the IEP team.  The child's needs dictate the services and may be different for each eligible IEP child.  Each state has guidelines for eligibility for ESY and should be researched thoroughly by parents or advocates.  All ESY services should be documented in the IEP.  In addition, once eligibility is determined, the school district is responsible for ensuring that the child being serviced has transportation to and from the service location.
Some factors to consider when determining eligibility of ESY include (but is not limited to):
     *Child's progress toward IEP goals and objectives
     *Regression (loss of skill) and recoupment (time needed to recover lost skill)
     *Areas of child's curriculum that need continuous attention
     *Emerging skills/breakthrough opportunities
     *Interfering behaviors; behavior problems
Be sure to research a copy of a respective state's guidelines for ESY.  Review your child's IEP, and gather data to support a request for ESY, if it is desired.  Expect resistance to this request.  Do not wait until the IEP date to request services.  Additional testing data may be needed for the IEP team to make a sound decision.  As always, remember as a parent you are a critical member of the IEP team.  You are your child's first and most important advocate.

Wright's Law.  All About IEPs.  Harbor House Law Press, 2010. pp. 105-110.

My Child's Brain and Organization

Do you know students who are naturally organized?  They have a locker that is neat; everything has its place?  Unfortunately, my oldest is not one of these naturally organized kids.  His locker is a clutter of materials.  I don't know how he finds what he needs in his transition from class to class.  I've organized it and cleaned it out at least three times this year (no doubt he did not even notice). It is easy to just blame him for his lack of organization but my quest to better understand what causes this disorganization is what has helped and will continue to help me support him.  To be honest....the blame lies with his brain.  I know that sounds rather ridiculous, but it is true.  Brain research has been something I've studied in the last several years in order to try to serve students more effectively.  The truth of the matter is the undeveloped frontal cortex of the adolescent.  Brains develop over time (many years, in fact).  Our society is not as simple as it used to be and our children cannot move at the slower pace our society used to move.  The demands our society places on adolescents/teenagers is grossly unfair to their development.

The frontal cortex of the brain is responsible for getting things accomplished. According to Taking Charge of ADHD, by R.A. Barkley our frontal lobes allow us to filter out distractions, prepare for the future, figure out how long something will take to complete, multi-task, and alter a plan if needed.  These are key things we expect adolescents/teenagers to do without much help from parents or teachers.  It is a shame we expect our middle school students to be capable of executing such complicated functions when their brain is not even fully developed yet.  I encourage you to read up on brain research.

After placing blame on the brain for disorganization and inability to perform certain tasks, the process of supporting one's child begins.  The first thing parents must remember is that Rome was not built in a day and neither will your child's frontal cortex fully develop in a day.  Always remember, in addition, that your child does not want to be unsuccessful either.  Fighting with parents over homework and housework, not being able to find or remember things, or getting poor grades on a report card are not fun for kids either.  The key in helping one's child is to listen to him or her.  It is only through listening that parents will find ways to help support him or her as the frontal lobe develops.

Staying positive is another important part of helping one's child.  Constant criticism is not something I bet you'd like to hear from your boss, and it is not something a child enjoys hearing from a parent.  It can actually have the opposite impact.  Find something to praise.  Punishments do not teach skills (I've learned this one by personal experience).  It doesn't mean that consequences are not to be given; just give them without a blamey or nasty attitude.  This is not a war and neither the parent or the child is the enemy.  Talk about what works and what doesn't.  Keep communication lines open and remember that under this disorganized mess is a real child.

The next articles will focus on helping parents determine the child's organization style and applying that knowledge to a system of organization and study skills.  Always remember that most skills cannot just be taught once and then never reinforced.  Repeated instruction and support will lead to the development of sound habits. 

Barkley, R.A. Taking Charge of ADHD. New York:  Guilford Press, 2000. Print.

Kutscher, Martin & Moran, Marcella. Organizing the Disorganized Child:  Simple Strategies to Succeed in School.  New York: HarperCollins, 2009,  Print.

Excusing IEP Team Members

There are specific stakeholder positions which must be represented at annual IEP meetings.  Each person, through their respective role,  serves a specific purpose with their attendance in securing legal compliance and ensuring efforts to make decisions in the best interest of the IEP child.  Specific people may not attend every school  IEP meeting; however, each stakeholder position must be represented unless excused.  Before we discuss excusal, note that the required members of the IEP team include:

• The child's parent(s)
• At least 1 of the child's regular education teachers
• At least 1 of the child's special education service providers
• A school district representative who is qualified to make decisions about curriculum and district resources
• A person who can interpret implications of evaluation results
• If your child is 14 or older, someone who can discuss transitional services
• The child (if appropriate)
• Other who may have knowledge of the child or who may be invited to attend by the parent or school

A single person could meet more than one criteria above. For example, a special education teacher could serve as the person who can also explain and interpret implications of evaluation results.  Any team member required to attend who cannot attend must be excused by proper documentation and only if the parent agrees to sign off on such excusal.  A parent does not have to agree to excuse any member of the IEP team.  According to the law, an IEP team member can only be excused under two circumstances:  if their area of the curriculum or related service will not be discussed or modified during the meeting, or if the same person cannot attend and their area is going to be discussed or modified during the IEP meeting, their input must be submitted in written form so it can be discussed at the IEP meeting.  As a side-note, the biggest problem presented by an absent person but a submitted report is that little, if any, discussion can take place regarding the written report.  Questions are either left unanswered (which is not recommended) or another IEP meeting must be scheduled.  This delays possible services for the IEP child if changes are needed. 

The excusal notice must be presented to the parent at the beginning of the IEP meeting or discussed ahead of time.  If the excusal is approved by the parent, and signed at the IEP meeting, the IEP meeting may continue.  The excusal form is a part of the child's new IEP paperwork and contains the name of the excused party and indicates if written information is needed by the party for the IEP meeting.  If the parent refuses to excuse a party from the IEP, the meeting must be rescheduled.  There is no exception to this law.

As a parent of an IEP child, I strongly encourage parents to weigh the possible consequences to your child before you agree to excuse a stakeholder.  Your fundamental rule must be to NOT excuse any IEP member from the annual meeting regarding your child's educational needs. Of course, there are always going to be emergency situations, and those can be handled on a case by case basis.

Sources Cited
Wright, Peter; Wright, Pamela; O'Conner, Sandra.  All About IEPs.  Harbor House Press, 2010, pages 10,14
Siegel, Lawrence.  The Complete IEP Guide 6th Edition.  Nolo, 2009, pages 105-106.

Understanding Instructions

To complete a test, quiz, or even a basic assignment, following directions and understanding tasks is an important step in academic success.  If you do not know what is expected of you, strong performance is not likely. Knowing what words mean is critical for students.  The website "About Homework" is a wonderful resource for students and parents regarding this and other topics.  I have taken this basic information from an article titled, "21 Question Words from Tests."  You can view this article at www.homeworktips.about.com.

• Analyze:  Explain a concept or process step by step.  This type of question is common in all subject areas, but it is most often asked in science and history courses.  An analysis question is usually an essay question rather than objective in nature.
• Compare:/Contract:  Show likenesses and differences when you compare two events, theories, or processes. These questions typically appear in science, literature, and social studies courses but can also be found in many elective courses as well.
• Demonstrate: If you are asked to demonstrate, you must provide proof of your answer by using an example. A demonstration could be a physical action, a visual illustration, or a written statement.
• Diagram: Demonstrate your answer by drawing a chart or other visual element to illustrate your points. These questions are central to many courses, especially math and science.
• Enumerate: Enumerating is providing a list in a particular order. When you enumerate a list of items, you may need to specify why items go in a particular order. This is often asked for on science and social studies tasks.
• Examine: When asked to examine a topic, you will use your own judgment to explore (in writing) a topic and comment on significant elements, events, or acts. Most likely you will be asked to provide your opinion and explain how or why you came to your conclusions.
• Explain: Provide an answer that gives a “why” response. This type of question is great for determining if a true understanding of a concept has been reached.  This is a question that is great for all subject areas but especially in science.
• Interpret: This is an extremely challenging task as interpreting calls for the ability to read between the lines and draw conclusions based on what you read.  You will be expected to explain the meaning of an act, action, or passage in an interpretation.
• Justify: If you are asked to justify something, you will be expected to use examples or evidence to show why (in your opinion) it is correct. You must provide reasons for your conclusions and opinions.
• Prove: To prove an answer, you must use evidence (this could be numbers) or reasoning to solve a problem. Tests that require proof normally appear on science or math exams.
• Relate: When you are asked to "relate" you are asked to show some sort of relationship between two items or events. This is a task often asked for on literature or social studies exams.

This is not a comprehensive list of task performance terms, but it is a list of the most common question that you will be asked to be able to do throughout high school.  These are critical thinking challenges. 

The Danger of Procrastination

"That assignment is not due for another week."  "I can do this tomorrow in study hall." "I don't want to do my vocabulary now.  I just want to relax."
Procrastinating is a vice we all face from time to time.  There are things you should do, however, to guard yourself from allowing procrastinating to become a habit and causing problems in our lives.

Procrastination occurs when we put off a task we need to do (usually not something we want to do or we'd get it done immediately).  We typically find other things to do that we either enjoy better or think are a higher priority than the task at hand.


Learn to be sensitive to the "pulls" that are tempting you to sway from the task at hand.  You cannot stop a habit if you fail to recognize the characteristics of that habit.
If you find yourself doing any of the following, these are common procrastination signs:

• Crave a snack as soon as you sit down to study.
• Fail to have the necessary supplies to complete the task when you sit down to do it.
• Spend too much time (days) to decide on a topic.
• Carry books around all the time, but never open them to study.
• Get angry if a parent asks “Have you started yet?”
• Find numerous "reasons" to not do your work.

Don't be too critical of yourself if you recognize any of these signs in yourself.  You are a perfectly normal student.  You do need to do what you can to avoid allowing procrastination to become more than just an occasional challenge.

• Set a deadline and stick with it.  There will be many little interrupters that could sway you from the task.  As a student, you must train yourself to finish the task at hand first.  It may seem ridiculous that you cannot work on multiple tasks at the same time, but you need to train yourself to finish what you started.  Part of how others view your dependability will come from your commitment and success at completing a task.
• In order to complete a large task, set small goals.  Chunking a large assignment is completely acceptable and sometimes preferable.   Taking small steps helps keep you from getting overwhelmed by the big picture.  In addition, motivation for the next step can come from the feeling of accomplishment from finishing a previous step.
• Set a specific time to complete a task.  Then treat this time as you would an appointment.
• Set up your own "reward" system.  "If I get XYZ accomplished, I can treat myself to an ice cream cone or an I-tunes card."
• Appoint someone as a "check-in" person.  Having someone you trust to check in on your progress may be just the help you need to keep focused. 

Procrastination is not a vice that has to become a problem.  Fixing any problems you may have in high school will help you be more successful when you go to college or even into the workforce.

9th Grade Basic CORE Information

Core classes are courses in high school that are a mandatory part of the curriculum.  They are required for graduation, and most core classes are what colleges look at when determining GPA and/or evaluating the rigor of a student's high school career.  Colleges prefer to see more than the required core classes and also put a heavy emphasis on advanced coursework, even if the final performance is not "A" work.  The thought behind this is that a student is willing to take a chance and push himself/herself outside of what is simply required.  Standard core courses in Iowa are the following:

Math: Four years with a typical sequence of Algebra I, Geometry, Algebra II; many schools in Iowa use the integrated mathematics format which can present evaluation challenges for colleges due to its integrated curriculum of algebra, geometry, calculus, trigonometry, statistics, and discreet math in each couse.
English: Four years of content focusing on speaking, reading, listening, writing, and viewing; most schools in Iowa require a semester of speech as a separate component of the English curriculum
Social Sciences: Three years of content including 1 semester of government and 1 year of American History. 
Science: Three years (4 years is preferred) with courses in biology, earth and physical science; other opportunities to complete the requirements may include advanced biology, anatomy, physics.chemistry.

PE is required in Iowa but is not considered a core class.  In addition a foreign language may also be required for a district but is not considered a core class.

When entering high school, all freshmen should look at a four year plan and keep an open mind for changes over the four years in coursework.  Get off to a strong start and arrange a schedule, when possible, with additional courses in the early years.  Check in with the counselor at least twice each year to review progress and discuss possible changes to a schedule.

Be informed!  That is the key. 

Getting Organized

Regardless if you have just had your child evaluated for special education services or you are about to attend your 8th IEP meeting, being organized it critical in obtaining services for your child.  The issues and tasks that you have to deal with and the multitudes of data you will gather over a period of time is, quite frankly, overwhelming.  If you have not done so by the time you are securing services for your child, obtain a copy of your child's cumulative file from the school office assistant.  You are entitled to see this file any number of times, and you should annually review this file and obtain copies of materials you did not see in times you reviewed the file previously. This is often the place to start when organizing information.  The purpose of organizing materials related to your child is to keep all information in a central location and very user-friendly.  It will help you be most efficient in planning, attending, and following up with meeting details.

Many parents find a 3-ring binder a sufficient resource for organization of materials.  Clearly label the sections of the binder.  Labels may look different depending on your child's needs.  An accordion-style file may also be an efficient choice.  Include in this central place all important IEP documents.  An important document is anything that contains substantive information about your child or procedural information concerning how and when things happen in the IEP process (The Complete IEP Guide, Siegel, 2009).

Some of the most important documents include the following:

• evaluations
• notes from teachers or other service providers
• communications from the school about your child
• past IEPs
• any notes you have kept on particular observations
• any forms or materials you have completed for the school
• outside agency information (i.e. medical doctor notes, psychologist notes)
• current IEP
• a blank IEP form from your child's school
• parent rights handbook
• a list of contact information of resources for support and assistance inside and outside the district

As your child progresses through school, a single binder will not be enough for storage of cumulative information.  Consider a file drawer for materials over the years.  The binder should be reserved for foundational information (i.e. parent rights materials or current evaluation items).  This is the information you will need readily available. 
An organizational method is critical for keeping track of the multitude of documents associated with having a special needs child.  Not having one is likely to result in your child receiving less than adequate services.

Information such as this can be obtained in the book referenced above:  The Complete IEP Guide, by Attorney Lawrence M. Siegel.  This is a wonderful reference tool with practical advice and sample forms that you can use as you need.
    

Is Using a Hightlighter a Good Study Tool?

I have seen many students use a highlighter to the point that it is difficult to tell exactly what the student determines to be valuable information. I've learned over the years and by own personal experience that a highlighter is not a necessary  or productive study tool.  With the direct connection between the hand and the brain, writing is still the bests tool for learning new material.  The key is to read and reread.  Sometimes it appears that all the information in a text is important, and, it is or it would note be included, but the key is to know what content is necessary to help a student understand the essential learnings of the material.  The only way to understand content fully is to read it over and over.

If you feel the need to highlight, mark  only what you need to learn for the quizzes or tests. If you highlight too much of the book, the markings will be useless because of the excess of information. Only highlight specific terms and their definitions, as well as items that the teacher says is important or will be on the test.

 

When you have finished highlighting go over the information you highlighted. Go over the text one more time to see that  you did not skip anything important. This will also give you a chance to review the text and understand the things that are important. Afterwards, you can study your textbook and just focus on the important points that you have already highlighted.

 

The key to highlighting is not to overuse the marker.  In the long run, there is no quick way to learn new information.  Thes best way, however, is to read and then get out the pen and paper.  Write things out. 

 

 

Organizing Scholarship Search Information

Organization of the scholarship journey is important.  Lost documents can mean lost money.  Unsaved information may mean missing out on a scholarship in the future.  To organize the materials that can save you thousands of dollars in college costs, choose a simple process by purchasing an accordion style file holder.  This system is very portable and allows for safe storage of much information because of the numerous compartments.  Keep labeling the accordion file simple as well.  Since the accordion (expandable) file folder has so many individual folders, try the following to help maximize its use.

• Divide internal folders into 5 sections.  This will provide plenty of filing space for each tab you will need to use.
•  Label the first tab "Scholarships to Research."  This section of folders should be used to store scholarships you want to research or scholarships you ran across that you have started to read about but have not finished.  It is likened to a "to do" file.
• The next tab should be labeled "Applications in Process."  This section is to be used to keep track of those applications you have started to complete.  You may be putting together documents such as references or financial information.  At any rate, you can keep track of scholarships you are currently working on completing.
• A third tab should be labeled "Scholarships Sent."  This is, obviously, where you place a copy of those scholarships (and all accompanying documents) for which you have applied.  An additional complete copy will be beneficial if you find your materials did not arrive for a particular scholarship.  Without this section, you may find yourself filling out the information all over again, if you even have time to do that.
•  A fourth tab should be labeled "Scholarships Awarded."  This section will help you keep track of all of your award letters and have a confirmation receipt.  This may be helpful if a scholarship is delayed for some reason and you have to have proof you will receive it.
• While this next tab is not popular, it is important.  Label a 5th tab "Rejections."  Keep a copy of the rejection letter.  These letters sometimes contain information for why you did not receive the scholarship.  You can use that information to help you on other scholarships.  Also, you may find you are eligible for that same scholarship in the future.  Keeping the information will only help you the next time you apply for this particular scholarship.
• A final 6th tab should be labeled "Miscellaneous."  It is here you can file scholarship information that you may use to help you in other ways.  For example, you could file this document in this respective section. 

There are many ways to organize scholarship information.  This is just a simple way to get started if you are not sure where to begin.  The key is to find a tool that is user-friendly and can keep documents in a central location.

My Teacher is NOT Teaching Note Taking...What Can I Do?

As educators, we often assume students automatically know how to take notes on something we choose to lecture about in class.  We also assume students, regardless of age, know how to the use those notes to study for a test.  This is absolutely WRONG!  Note taking must be explicitly taught and modeled in order for students to meaningfully construct knowledge (Marzano, 2001. Classroom Instruction That Works).  The process of note taking requires listening, writing, comprehension, sequencing, spelling, and problem solving to name only the major skill sets. 

Our 9th grade son started reading To Kill A Mockingbird in his English class a couple of weeks ago.  He has always struggled with taking notes and has voiced this many times to us and to his classroom teachers.  His English teacher noted his concern (which was also shared by others in the classroom) and she took a class period to walk the students through the first chapter in the novel, showing them how to take notes.  Fine and dandy, right?  No.  While her efforts are appreciated and no doubt go beyond to what extent most secondary teachers go, it is not enough.  A single dose of "note taking 101" is not going to cure the illness for anymore than that single chapter.  Note taking skills must be approached as more than a single lesson in the classroom.  So, until the classroom teacher recognizes the important role he/she plays in helping students be successful in taking notes, what can students do to help themselves?

First, continue to make your concern about taking notes known to every teacher, every time notes are taken.  Also, don't hesitate to ask your teacher to model for the class how to take notes for a respective class or even chapter.  The more the process is modeled and reviewed, the more likely students will model the expectation as they become more independent in their own note taking skills

Second, be prepared to take notes at any given time.  Keep a notebook for each class in which you can write notes down.  Carry that with you to that respective class every day.  Use a different color for each class if this helps you grab the right notebook from your locker quickly.  Use this notebook only for that respective class.  Be sure to have writing materials with you as well.

Third, be sure to listen carefully to what the teacher says. If the teacher gives you an outline of the topic or reading, use these to write your own notes on and create more detailed notes from the outline. If there is not outline, ask for one before you begin taking notes. 

Fourth, recognize when the discussion or lecture has gone off focus.  This often happens when someone in the class brings up a personal scenario about what you are learning.  For example, maybe you are talking about the anatomy the eye in Anatomy class, and a student brings up that a sibling has a rare eye disease which is then discussed in class for ten minutes.  It is doubtful any of this discussion will be important additions to your notes.

Fifth, use pictures to help you make connections between the content and how parts of the content relate to one another.  Draw a picture that makes sense to you, but make drawings meaningful.  This serves as a "trigger" for you when you are reviewing the information.  For example, if your biology teacher is talking about osmosis, be sure to draw a quick picture of the process. 

In the long run, taking good notes directly parallels good study skills.  If you take bad notes, your performance will be directly impacted.  So until teachers realize their role in helping students develop strong note taking skills, do your best to educate yourself.

The Parental Role in the IEP Meeting

Prepare for Meetings

You should treat the IEP meeting as if it is the first step towards a due process hearing by preparing for the meeting and building a record. If you do this, you make it less likely that you will end up at a due process hearing. If you do end up at a hearing, you will be in a stronger position.

2. Prioritize Your Child's Needs

Everything you want for your child is not equally important. Make a list of what your child really needs, what you want for your child (but may be willing to compromise on), and what would be nice to have but that you would definitely be willing to give up.

Think about the evidence you have to support each requested item (i.e., reports, assessments, experts, other documents). If you prioritize your issues and have facts and evidence that support what you want, it is more likely that you will be taken seriously.

3. Build Good Relationships

Develop positive relationships with school personnel, to the greatest extent possible. Ask questions. Ask your child's team to explain things you do not understand.

Take the high road. As hard as this may be to do, being polite and courteous is always better than being rude and nasty. If a meeting is deteriorating with nasty comments or behavior from any team member, ask for a break or ask that the meeting be continued to a later date and time.

Good relationships with school personnel and central office staff to the extent possible, will generally ensure that issues you bring up will be taken seriously.

4. Document Issues & Concerns

Ask that items and issues you feel strongly about be documented in the meeting summary or notes. Review the summary before you leave the meeting. Know your rights about amending your child’s records.

5. Use Advocacy Strategies

Use advocacy strategies. Meetings do not have to be drawn out to the point of battle. For example, if the team cannot reach an agreement about the type or amount of service, suggest that the issue be tabled in order to obtain additional information from consultation or conversation(s) between your child’s private therapist (if there is one) and the school therapist.

Rather than immediately asking for an independent assessment, disputes can sometimes be resolved by asking that an assessment be conducted by a school district evaluator who does not know your child.

What Parents Should Not Do

1. Complain Loudly & Often

Parents should not complain about every issue that comes up over the course of their child’s school life. This is the equivalent of crying wolf, and ensures that when a serious issue does arise, you will not be taken seriously. This is because you are expending the same amount of complaint energy on the serious issue as you expended on trivial issues.

2. Assume the Worst

Parents should not assume that the school district is out to get their child and deny services. While the reality is that the school district is a bureaucracy with its own interests to protect, most individuals in the district enter the field because they care about children.

While you need to enter the special education process with knowledge to protect your child’s rights, you should treat the professionals with whom you deal as if those professionals have your child’s best interests at heart.

3. Have a Closed Mind

You need to be have an open mind at at IEP meetings. If your child's team proposes a placement with which you disagree, do not dismiss it, or refuse to observe it, or refuse to consider it. This is especially true if you may challenge the appropriateness of the proposed placement.

Again, the IEP meeting is important for record-building purposes. If the case goes to a due process hearing, it is important that you present as a cooperative person who thoughtfully considered the team’s program, personally observed the program, and can explain why you believe the program does not meet your child’s needs.

4. Stint on Experts

Do not try to save money by stinting on experts. You need to find experts who can provide sound professional opinions and evidence. Experts are critical to successful cases, especially if parents are unrepresented.

If you truly cannot find experts, either through your children’s medical service providers or otherwise, you need to think about how to use supportive (or even hostile) school personnel to your advantage.

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About the Author

Leslie Seid Margolis, Esq. is a managing attorney with the Maryland Disability Law Center (MDLC), a private, non-profit organization staffed by attorneys and paralegals. MDLC is the Protection and Advocacy organization for Maryland.