How to deal with educators that just don't understand

[pmarkey]

I'm new hear and I'm ranting, It is hard enough seeing what are children go through, the daily minor wins we hold onto, but it is tremendously frustrating to explain your plight to teachers, guidance counselors and even principals that seem to be living by an archaic system that can't see past a physically able child and I just get the feeling that the accomodations that are offered or that are in place, just won't be enough, am I wrong in feeling this way?

[Atwitsends]

Hello, NO! U are NOWHERE WRONG for feeling the way u feel. I feel the exact same way u feel. I have a 12 y/o who was diagnosed with ADHD with Hyperactivity since third grade has always been & still is in regular classes, but his teacher ( 1 in particular this year) doesn't understand

my child disability . Yes, he have a 504 plan in place but it's NOT being honored!

The principal, guidance counselor, all seems 2 act like they never heard/seen

a child w/adhd . Something needs 2 be done with these "So called Teachers, Guidance Counselors, Principals & other " So Called Adults" at these schools that "UNFAIRLY MISTREAT KIDS"

with disabilities. I'm gonna continue

2 fight for "JUSTICE & EQUALITY !

Hang in there & FIGHT for your child

rights!

[Apalmer]

You’re feelings about the school are legitimate. This is the chore of our struggles with finding success academically for our 17 year old daughter that was only diagnosed with inattentive adhd this year.

Yes they have an IEP in place but they seem to give up on her when the accommodations aren’t working. When I contact them with my concerns regarding her continued la know success and high anxiety they respond with a list of her inadequacies where they feel she isn’t doing her part. Idiots ...this is not a behavioral condition and not should we be treating it as such. She is a quiet submissive young girl that fears failure. She wants all her work to be perfect and if it’s not she won’t submit. Social worker at the school is a complete joke. “ your daughter says she’s good so I’ll just leave it that she can reach out when and if she needs me” hello!! Have you reviewed her file ??? She always says she good ... this is part of the problem. Failed history with a 34% because she refused to submit 5 assignments and kept telling us all that the work was done and she just needed to click the submit button. Had to retake in summer school and final grade was 86 with a 92 in exam and 2 missing assignments that only made a small impact on her grade.

Anyways, sorry for my long rant but I can de your pain. Recently I found a group of therapists that now act on my behalf as her advocate and we also book them for regular sessions with her to coach her academically as well as counseling for the anxiety.

[Onthemove1971]

We ALL hear your frustration!

The school system struggles to meet the needs of many children with ADHD.

I could not tell from your message, if your child has a 504 plan or not. Things are really different when we have the federal law to help us. It also sounds like you do not have anyone advocating for your child. This could be the person who writes the plan or someone is special education. Most staff including principals have not been trained on how to assist and accept children with ADHD. It really helps to have an insider help education the entire team that works with your son.

If you do not have someone ask who can help you and they should educate the team.

Good luck in dealing with the system to get what you need.

Take care..

[RichSeitzOceanNJ]

What if…

There was a $20 vaccine that reduced drug abuse disorders by 50%?

And what if …

That same vaccine reduced Alcohol abuse and dependence disorders by 35%?

But what if …

That vaccine also reduced ADHD, Oppositional Defiance and Conduct Disorders by 25%, Violent and Criminal behavior by 32%, Suicidal ideation by 50% and Smoking by 70%?

And what if it also …

Increased grades, graduation rates, and college admissions,

Reduced referrals, suspensions & expulsions by 30% to 60%,

Cut special education classifications and services by 25% to 35% , and

Gave teachers and students 60-90 minutes more time each day to learn?

And what if it did it without…

Needles, sore arms, assemblies, speakers, lectures or curriculums, discussions, flyers, brochures, campaigns, task forces, meetings or committees, or

Spending a month, a week, a day, an hour or even a minute extra on any of those things?

And what if it was endorsed by two

Surgeon Generals of the United States, the

Center for Substance Abuse Prevention,

SAMHSA National Registry of Effective evidenced based Programs & Practices,

Office of Juvenile Justice and Delinquency Prevention (OJJDP) Model Blueprints, and the

Queen of Sweden (Honest)?

And what if it saved $65-$125 for every dollar spent?

And what if it was a Best Practice, Trauma informed, Positive Behavior Intervention & Support that improved school climate, built character, and didn't stigmatize anyone?

And what if it could be paid for out of the billion dollar anti-heroin funding?

Do you think it would help our kids? AND our teachers, principals, and administrators... and taxpayers?

I share your frustrations because there is something that could do all that and more, but there is too much resistance to changing existing programs and too many "fads of the year" that don't have 40 years of gold standard research. So that's why Pax GBG isn't in every school and why ADHD is ignored too.

[Janice_H]

Absolutely not!...You're not feeling the wrong way. I know how you feel. Unless you remain involved in your son's education, making sure that the teachers are providing the accommodations, modifications and that the educational services are being carried out, there is no guarantee the educators are doing what they should.

My son has ADHD, is 12 and has had an IEP since kindergarten. I've been to numerous IEP meetings, switched schools 3 times and have approached his educational planning in many different ways. This year I decided to become more involved. I am in close contact with the teachers, communicate regularly on his progress and ask my son each day if he has received his special ed services. He gets annoyed but I still ask. On the days he says no, I follow-up with the special ed teachers. I also continuously ask the teachers how his in-classroom supports are going and how services are delivered. Each week I check the online grade book for missing assignments and test scores. If there are discrepancies, I write to the teachers to resolve them. I read his IEP with a fine tooth comb. Any problems are directed to the school district parent response unit for resolution.

You see, if we do not get involved and take action, the educators will continue to let your child fall behind. The school administration may hate me, but I do not care. My son MUST graduate and be prepared for adult life.

[RCJH8610]

I am a school counselor at a Disciplinary Alternative Education Program (DAEP). I am HORRIFIED at how many students with ADHD who have 504 plans and BIPs are sent to my campus for “frequent misbehavior”.... it is terrible! They are great kids who are very misunderstood. As a teacher I was very understanding because I also have ADHD and used to get in trouble all the time for talking or being off task in school. It is unfortunate but many educators just don’t understand and don’t care enough to even try and understand but never stop advocating for your child. You and your child both have rights and whether they like it or not, they have to treat your child the same way they would treat any other student without ADHD.