Teacher's Perspective

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Permalink Reply by Pittsburgh SEO Marketing on May 14, 2009 at 11:30am

Yes, it is extremely frustrating.

When my son was in Kindergarten, he did fine with everything but writing. The teacher was so rude and impatient about this. It was painful to me that she would treat me as if I purposely tainted his writing capabilities and for her to speak in front of my child like that.

When he was in First Grade, he was in a classroom with a very creative teacher that won the Disney teacher award and was supposed to be a writing specialist. She stressed him out so badly. There was nothing wrong with his learning, it was that it took him longer to write than the other students. He would get distracted when they began turning in their papers, so in order to avoid embarrassment for his need much more time and of not being done with the writing assignment, he would hand his papers in incomplete. Not once did she suggest that he get tested further. Not once did she take extra time with him. She would just tell him that he was avoiding doing his work and then complain at the meetings. She totally treated me like my son had no home training or discipline - which was not close to the case.

Of course, we then had emotional problems at school because children were teasing and he was stressed out by not being able to keep up with the writing. It was a challenging time for him and me as the parent they expected to get this under control. I kept telling them that something was wrong with him and that ADHD was one of the diagnosis - "maybe this is how his affects him at school". There was still no priority to test him nor to accommodate him.

Meanwhile, I moved to this school district because they were one of the only to personally service children with Autism and have a large budget for in house support services. I told them my child needed some academic accommodations and they insisted that it was not the case.

By second grade, he was still struggling with writing and focusing. This second grade teacher bent over backwards to help my son. She would help him at recess and adapt his work. This teacher made them test my son and, as I already knew, he qualified for the support classroom. It was also very offensive at how amazed the district psychologist was by his reasoning, auditory and oral skills. It was just the focusing while writing, and the stress that was related that were his issues.

From the middle of second grade on, he was in support classes - getting excellent grades - etc

He was mainstreamed for music, art, gym and recess for all of these years. Not once did they provide him with an aid or flexibility, until he was able to adjust for the next 2 years (he was still having problems in unstructured classes - especially in music because he could not see the notes and she went to quickly when they needed to read music - meanwhile, he could play the violin wonderfully because that teacher took the time he needed). Eventually, they agreed that it was ok that I come for lunches to keep him balanced. By 4th grade, we moved to another area in the district and he went to a larger, but better school for children like him - they are very accommodating to the person not the system.

So, by 4th grade he was 40% mainstreamed and they wanted to move him out of support. I thought that was great until I found out that the teacher had so many that she was overwhelmed. She said that my son was functioning at such a great level and that the mainstream teacher would help him - He cried and opposed - sharing that the mainstream teacher was very hard on him. I decided to let him stay in support and he is doing well.

I am glad that I listened to my child - monthly later he came home very upset about the mainstream teacher. She told 3 support students (in private) that they were stupid, pathetic, idiots with sloppy work ... The only reason that she was not like this with my child is because I addressed her opinions at the beginning of the year until it stopped. He still did not like her - none of the kids do / support or not - but she does not pick with him as much as when he was with her for certain classes. On the other hand, there are time when the support teacher does not even address behavioral issues in her classroom.

It is more than just getting your child with ADHD tested and in the right academic program, I would suggest that you keep very close tabs and listen to what your child has to say about everything. You need to be discerning because they explain a lot from a child's perspective, but the majority of what my child have consistently explained (sometimes in stages), was absolutely true. These teachers forget that our children are not diagnosed as mentally challenged (a lot with ADHD have Aspergers characteristics, too), just ADHD. They are extremely intelligent and capable of determining whether they are being treated fairly or not.

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Permalink Reply by Penny Williams on May 27, 2009 at 8:09am

It took me 8 months also to get my son something official at school. He has finally been approved for a 504 but was denied special education. If I had not submersed myself in the laws and process and what my son is entitled to, I am not sure I would have finally found success. I think often of the children who's parents aren't knowledgable about ADHD or arent' believers (in ADHD, that is) and I feel very sad for those children who are suffering and no one is dong a thing. Public education on ADHD and learning disabilities is sorely needed.

Kuddos to you for advocating so strongly for your son. You are a great parent.

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