ADHD Students & Knox County School System

[Sondra]

Good Evening All.....I just want to post a question and see what answers I get before I spill my beans.....so here is the question:

Are Knox County Teachers required to take or receive any additional training when it comes to children who require more than the "average" student, such as a student with ADHD or ADD? Do they receive any type of additional instruction or training in working with the students that have this diagnosis?

[Sondra]

Okay....so its been days since I wrote my last post seeking information regarding ADHD and since this time I have learned quite a bit that I would like to share in the event that someone else comes here seeking information regarding Knox County's understanding and progress towards ADHD.

I haven't found much information regarding any type of advocacy for children that are diagnosed with ADHD in the state of TN. It appears that there are many "theories", but no real "in the field" information regarding developing a teaching/education method to assist children with ADHD.

I don't have ADHD, but my 6 year old has been diagnosed with it and I admit that I just recently began my understanding of this syndrome & it is a syndrome, it is a neurological disorder. Children with ADHD do not intentionally act out and this is where I think the failure through our school system become apparent in understanding and teaching our educators what ADHD is and how to effectively teach a student with ADHD in a positive learning environment as opposed to an environment where they are labeled and misunderstood. ADD/HD students are frequently criticized and belittled by teachers that do not understand their behaviors. The teachers repeatedly tell the child to sit down, be quiet, finish the assignment and so on. These children receive an incredible amount of negative feedback, which only worsens the problem.

I am not a parent trying to make life easy for my son, I have 3 older children that are functioning just fine and are not ADHD, but now that I have experienced a sense of "labeling" of my son, I have begun my quest to understand it and ensure that he is not "boxed" in to what is deemed as "normal" and discarded as a lost cause. If you want to know "What It Is Like To Have ADD" (then add in the hyperactivity component), please read:

http://www.faslink.org/adhdlike.htm

Then imagine this in a school setting that has a very structured curriculum that has a mold that your child is expected to perform within and his mind, his brain will not allow him to perform in that capacity. He/she gets labeled as the "bad child" and this follows him throughout his educational years which has a snowball effect on his self esteem which in turn, diminishes his success level because he believes what everyone is saying about him.

I am seeking information and have taken the steps to acquire this information, but to know if teachers/educators/administrators receive any special training and/or education regarding teaching these special children as they do with other special education programs? The data that I have collected reflects the fact that there is a gaping whole in the educational fabric of our nation when it comes to working with these special children, some of which have been found to be gifted. Its just that there is more of a focus on the negative traits than on the positive traits that this child brings to the school environment and their true potential is often not realized because of the stigmatism that accompanies the diagnosis.

I guess this has become more of a "post" than a "discussion". However, I do welcome anyone's comments or knowledge about this topic and about the question as to whether educators/administrators are required to receive additional training or education in working with this special population?

Thank You.

[Debi]

IDEA may cover your child, but only if the disability impedes her learning. This is where KCS will fight against it. The way to prove your child is being negatively impacted is by keeping records -- keep daily diaries, notes from teachers (copies if notes are sent home), write down contents of oral conversations, document where you write notes to teachers. Emotional toll is considered an impact.

As to ADHD, classroom management may be key in helping your daughter regulate herself. Sensory Integration can be HUGE to help the student with ADHD. There is a great book called The Out-Of-Sync-Child that gives dozens of activities that can be done in the classroom, such as allowing kids to get out of their desks & onto the floor to do work, frequent break times (this is where stations around the room can be invaluable), various sensory inputs such as sand/bean tables, using manipulatives to perform academic activities, chores such as errands to the library, office, etc. There is a seminar from the author of the book here in Knoxville I think in June. I believe it's around $200 but ASA members I think can get a discount down to $120; sometimes seminars offer scholarships for those who cannot afford it, always call & ask if you are interested, the worst they will say is no. I believe KCS provides teachers with opportunities to attend, if you know who her teacher will be next year perhaps you can request he/she attend?

For teacher training, they are not required to have autism training, don't know about ADHD. It's been my experience that, in general, teachers are resentful of suggestions of changing their classroom management styles but usually are very thankful when they find success. I'm sure it must be hard to feel the pressures of changing, it's something we all hate. The currently mandated classroom protocols are in my opinion very anti alternative learning. The techniques that can address ADHD are often very successful with typical kids but teachers are too many times discouraged from implementing them.

Another item that may help your child on a more personal note is called the Feingold Diet. It eliminates artificial ingredients and salicylates in stage one, then allows some salicylate foods (some fruits/veggies are high in this natural chemical) to be put back into the diet.

http://www.feingold.org/

For some kids this does not help, for others it can be quite a life-saver. One of my dear friends has a now adult son with SEVERE ADHD, he was able to alternate medication/diet for two year stretches; diet for 2 yrs, then med for 2 yrs, visa versa. I know alternative diets can sound overwhelming, I joined this diet a few years ago for I think $65 and was provided a HUGE comprehensive list of "safe" foods. Interestingly enough, Food City's Food Club brands were frequently listed, giving me great respect for that grocery chain.

Even if you decide the diet isn't right for your child, check out the studies that have been done in schools in Great Britain. Would be great to see done here. A school secretary commented to me the other day that most bad behavior from kids comes after lunch. Made me wonder even more about a Feingold approach at our schools.

Finally, if you consider the medication route (and I know you weren't asking this) then some medical professionals are suggesting the following heart tests, just in case you are not aware:

http://www.medicinenet.com/script/main/art.asp?articlekey=88885

I've seen some suggestion suggestion of this but cannot find a citation, that the MTHFR mutation should also be considered. I'm not sure how easy this test is from a regular doctor, I do know a homocysteine test is easy and can be done by virtually any practitioner and can be indicative if levels are higher than normal.

BTW, all of my suggestions are not in the realm of a health care provider, but simply from one mom to another. I'm still in college to be a nurse and in no way make any assertions of expertise.

[Sondra]

Debi,

This is ALL great information -- I am going to print it out and utilize this as a resource. I think that ALL teachers, if they are "teachers" should be flexible in their teaching style and willing to help children that need SOME modification of teaching and discipline, subtle changed that even the children won't notice, but you're right some teachers are completly insensitive to this, but one thing I can ASSURE you of, if it was their child or grandchildren or family member, they would be all for it and that is the approach they need to take. My son doesn't need much modification, but some understanding, kindness and willingness to work some on this would be appreciated. I will not stand back and watch him be berated in class and from what I understand I can go into class to observe anytime that I wish (if you know differently then please share) as long as I do not disrupt the class and just do that observe. I will exercise this right next year and will ensure that he is not treated differently. One thing I noticed in this particular class is that the girls can run and do whatever, but the boys, not just mine, but the majority of boys stay in trouble even if the girls are doing the exact same thing. of course, one of the girls is the daughter of the "Room Mom" that I saw up hopping around the room one day and nothing was said. Anyway, Great info -- I will utilize this, thank you so much for sharing.

[Debi]

I think the reason boys tend to be into trouble is because the classroom is designed for girls, not boys. Generally speaking, boys require more movement, physical input, etc. That's why on the playground girls tend to be walking in groups, sitting together talking, etc, while boys tend to be running, tackling, and swinging as high as they can. Then you go back to a k-2nd grade class and all the kids are supposed to be sitting at their desks doing pen-to-paper worksheets all day. No wonder boys are struggling in the behavior department.

My op, little kids shouldn't be made to sit still, they should have their differences maximized. Kids can learn quite a bit of mathematics skills from jumping, running, clapping, etc.

[Mark Nylander]

AD(H)D is covered by the Individuals with Disabilities in Education Act (IDEA 2004) as "Other health impaired". No child should be "labeled" as a "bad child" by the school or receive punishment for behavior that is caused by ADHD. If you think this is happening you should request an evaluation per IDEA 2004 to see if your son qualifies for special education services. Your son might thrive in a smaller classroom with a teacher who is trained and qualified to work with children with disabilities (and don't believe all the horror stories about Knox County schools special education services... it's come a long way!).

[Sondra]

Mark -- I appreciate your input -- some teachrs are what I call "teachers" they accept these children and meet their needs if they are not too great for them to met and my son is not so ADHD that small changes would not cause a big change in the classroom. I will be utilizing all resources and getting politicians involved that I know and work on this until he graduates which won't be for another 12 years. I will not isolate him, put him in a class that makes him feel differently, he feels that already, what I do expect is that these "teachers" treat him as they do everyone else, everyday of the school year and pull him aside rather than berating him in front of the classroom and to not lay a hand on him. He is a sweet child, he does not need to be man handled and scared to death as this one teacher has caused him to be. It is a SHAME that our public school system does not require that these teachers understand the minds of these children in an effort to work with them because some of the ADHD children require SMALL modifications to reach them and my son falls into that category right now. Our public school system -- I hope positive changes occur soon. I can say as a realtor, we've lost some relocators due to our school system and that's a shame. Thanks for commenting.

[Mark Nylander]

IDEA has the basic concept of "least restrictive environment" (LRE). This means that if your son's ADHD can be accommodated within the regular classroom, then IDEA requires that those accomodations must be made. It is not, and must not be, the teacher's option or choice how a kid with ADHD is educated. As Debi said, document everything, and if you son's education is suffering from ADHD then demand an evaluation. If he is diagnosed with ADHD, he will have an IEP and will have to be provided the services he needs. On the other hand, without an IEP, a classroom teacher does not have to make changes in the classroom. Without an IEP, a hyperactive child is just a disruptive child and the teacher can deal him with the same discipline as any other child.

[Sondra]

Thanks Mark, luckily it appears that he is fully capable of being in a regular classroom which will cut down on being labeled even further. However, the struggle that I've seen so far is this: a teacher that has ZERO tolerance for a child because she/he thinks this or that about him, their opinion is formed and that's it -- that is the way it is. And I would LOVE it if he were disciplined like the other children in the classroom, but it appears that he is not. It appears that he is made an obstacle in the classroom and since he has already been labeled as "disruptive" PRIOR to being diagnosed and untreated for ADHD, her opinion and lack of patience has already been established and this has caused her reaction to him, her response to him to be less than kind at times and that has caused him to dislike school with a passion. It is unfortunate that one person can cause a student to feel this way because I know that there are many, good, kind teachers that are in the school system, its just that we lucked up by getting one that he didn't stand a chance with. This won't happen next year, I can assure you of that. Trust me on this one too: He has and will continue receiving the benefits of the IDEA and IEP and anything else that he is entitled to that will protect his rights and above all else, his "person", his self esteem (which is shot at this point). Thank you -- I'll be on it.

[Mark Nylander]

Sounds like you've got the right plan! Good luck!

[Debi]

I would love to know how you can get a teacher that seems to be competent. I'm told every year there is no way; maybe it's because each summer half the staff transfers out.

[sylvia caughorn]

sondra good luck i also have a 8year old wounderful little boy whom is adhd we have came along way i was told my son was adhd at the age of 4 we have fought along tough battle but we are not giving up either it sure is tough once your child is labled we are finally in a small knox county school where we have some support please do the iep for your child you will find a good support team at these meetings as well i know how you feel but keep fighting for your childs rights i am with you all the way i know its hard but never give up on your little one always listen to your childs side of the story i only listened to the teachers and staff at first it took me awhile to figure out my child was right sometimes as well good luck once again

[Knox County Teacher]

Let me give a teacher's perspective.... I am grateful when a parent comes to me and says their child is ADD or ADHD. I want to know all I can about that child, what works for redirecting their attention to tasks at hand, what accomadations the parents have found to be the most valuable. I teach elementary children and I find ALL children benefit from a break to do activity. We have 10 - 15 minutes of dancing in the room or walking around the playground or gym every mid-morning. I try to give a nutritious snack(when they are sent in from parents) and allow some chatting in between tasks. If a child is diagnosed with ADD or ADHD I make all the adjustments I can, usually extended time or modifications to complete assignments, testing in a more conducive environment, even taking assignments home to complete. I allow students to stand while working if they need to, we move around in groups and centers throughout the day to break up independent study time. I am a new teacher, this is how I was taught classroom management and adjusting to special needs. The only time I have run into problems with children who have ADD or ADHD is when parents are not accepting of that possibility and do not take measures to help their child. I can work within my behavior plans and make adjustments for children, but when they and other students are unable to learn because of these impairments and parents want to blame the system, teacher, and/or school, then that child is not getting what they deserve. ADD and ADHD are becomming more common and teachers are adjusting and learning. We do have professional development opportunities to learn more about impairments and what we can do in the classroom, but not that often. I rely upon professionals in the system, mostly behavior specialists who come to observe the child and then offer advice and solutions based on each case. If any parent ever feels like their child's teacher isn't treating their child fairly then I say talk to the teacher. Remember, we have to learn sometimes 22 or more personalities. I value all conferences and working as a team with a parent. If the teacher isn't meeting needs or there is a problem, meet with a principal.