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problems in the classroom
A parent asked, "What can I do?
Robert has been diagnosed with ADHD and depression. He is smart, but the
school system held him back regardless. He has been tested and shows a need
for occupational therapy, social interaction instruction, and a smaller
classroom ratio, but the school board and staff refuse to accommodate him.
In the meantime, I see his self-esteem shrinking and he has begun to show
stress related signs.
My answer was:
If you took a step back in history to 1973, you
would find that ALL children with disabilities were simply not allowed in
schools or put away somewhere where no one would have to see them (many
times in a basement). The first disabilities to catch national attention,
and therefore, better services were mental retardation and visual and
auditory disabilities. The reason for this was that John F. Kennedy was
president in the 1960s and had a sister with mental retardation -- thus,
legislation went into effect to help that population of children. Services
improved dramatically for students with visual and hearing disabilities ONLY
when parents took an active role, joining to fight and change legislation
and school policy. Parents of children with Autism have recently followed
this same path, becoming united through the Internet and support groups, and
using both the legislation and litigation to get their children's needs
recognized and addressed in school.
| Until parents of children with emotional or behavioral needs do the same, I do not think we will see much change in the school system. That does not mean there is nothing you can do. |
First, become active: Get a support group going on the Internet or in your city of parents in similar situations. Visit websites tha
t offer parental support and information.
Second,
look in your phone book under the state
listings for an advocate for children with disabilities. Many states have
advocates and they are dynamic (and free)! They not only know the law, but
they will go to battle for you in person with the school systems. If you
cannot find a listing, call any social service agency that is related to
child and family issues and ask if your state offers advocacy help for
children with disabilities.
Third, know your rights! In addition, know them
well! Your school system should have given you a copy of your rights (as is
federally mandated) but many times the rights are written in lawyer terms
and are very difficult to figure out.
Children Have Rights Too
Fourth, become a fighter! You have heard the
old term "the squeaky wheel gets the oil". It is true. Know your rights and
insist that they are met. Do not be intimidated. I am the mother of a son
with extensive learning disabilities and have worked in special education
for over twenty years. I know the laws and know my rights, in fact, I TEACH
these courses at a university level. Still, I have been plowed over and
intimidated at school meetings. Therefore, be prepared. Go into meetings
about your son with written information so when emotions escalate you have
something to fall back on. Also, bring a friend or two with you to any
school meeting for "a second set of ears" and moral support. Also, know that
this is going to be a battle for you, every year. I wish I could tell you
this was something that will go away soon, but chances are it will not until
legislation forces schools to make changes in serving children with ADHD or
other social-emotional needs.
Fifth, insist on what you know is best for your
child. The most common solution schools use for children with ADHD or
behavioral issues is to hold them back. Do NOT allow this to happen. The law
supports you on this. This is your decision and you can insist that your
child be promoted. Your child is already suffering emotional loss and
self-esteem. Holding your son back will only magnify the problem, set him
back socially, without serving purpose, as no remedial instruction will be
done. Countless children are held back (regretfully, my own son was one of
them) with nothing accomplished except to damage to social networks of
friends and to provide justification for the school's failure to adequately
meet a student's needs.
School systems are mandated by federal law to provide instruction to every
child at their own individual level. That means, even if your son is two
years, or four years, behind his classmates (which he is not!), the school
must provide him with an appropriate education in his normal setting.
Children are held back because it is easier for the school system and
because most parents do not know they have the power to control what happens
to their child.
Sixth, make a list of what your child needs to
rebuild self-esteem and to survive in the classroom. Does he need
individualized instruction? More time on tests? A quiet area away from
others to learn? Social skills training? Then demand that it happens in an
Individual Education Plan (IEP). If you request testing and an IEP to ensure
these services are provided, there is a federal mandate that a school system
has 30 days to comply. Do not let them tell you it is not testing time, or,
they want to wait a few months, or some other excuse --and press the issue
if they do not accommodate you. Let them know upfront that you know the law
and your rights.
As far as getting the lower teacher-child ratios your son needs, you can
also demand this as well, but be prepared. What I have seen many schools do
is to stick the child in a special education classroom full of behavior
problems or learning problems instead of the mainstream to meet the number
issue even if it is not the most appropriate setting, and this is probably
not what you want.
Dr. Catherine Swanson Cain, PhD, LMFT offers online consultation or therapy on a variety of behavior or mental health disorders. She also provides consultation and support to school districts including training and workshops. To find out more about online support visit PediatricBehavior.