Why Make Educational Changes?

by Linda McPheeters

    Families and individuals with Attention Deficit Disorder live within a world laden with frustration and amazement. Our behavior befuddles outsiders who cannot understand what mills inside our minds. I hear teachers say that classroom modifications take away valuable time from other students’. Attention Deficit Disorder is a very real disability generally involving multiple learning disabilities hampering afflicted student’s written expression, fine motor skills, and reading skills. My personal concern lay in elementary teachers where the first three years will determine a child’s attitude towards the educational system. The most injurious incidence I see is the inability of educational institutions to recognize that accommodations and modifications are learning tools for children with Attention Deficit Disorder.
    The first time I met my son’s second grade teacher I became apprehensive with her ability to collaborate with my son’s deficits. Her matron tone spoke “I have a degree” at other parents and me. Tom’s disability involves fine motor skills. I understood the disability long before meeting his teacher. Tom’s Attention Deficit Hyperactive Disorder only amplifies his incompatibility with penmanship. He often approached the front door wiping tears off his cheeks, because his teacher could not interpret his handwriting. This particular teacher's imprudent behavior, employing embarrassment and ridicule in front of his classmates, created intense dislike in my son for the written language. Tom spent needless hours diligently creating the letters that spelled the words. Then the following day; he faced humiliation as he failed to please his teacher with his homework. His teacher refused to except any assistance from me or any other school offical because she believes ADD is an excuse and modifications threatened her class curriculum.
    I finally obtained the aide from an educational consultant that explained to the school in greater detail what was happening for Tom. The school eventually understood why Tom needed recommended tools for success in school. He is now using computers for long term projects and the classroom must contain a computer for in-class assignments. I assist Tom by taking dictation when he battles for words with a long assignment. Tom’s struggle with pen and paper will never end, but computer technology gives him the edge to maintain his 3.5 GPA.
    One of my friends was at wits end with her ADDer. Trouble followed Teddy like a lost, hungry puppy. Every morning was rush hour for Teddy to catch his bus for school. His agitated mother was always repeating the same requests to finish dressing for school. I know if this was on video, people would believe Teddy was performing slap stick comedy. Teddy scurries towards his room groping for shoes and socks. Scanning the floor, Teddy sees the Godzilla action figure misplaced the night before and forgets what he went back to his room to retrieve. Grabbing Godzilla and one shoe, Teddy triumphantly skips down the hall to the living room, bumping into his hands-on-hip mom. Teddy’s mother asks where the other shoe is and he looks up, dumbfounded; as if he never heard of the word ‘shoe.’ Teddy’s daily routine lasts about one and a half hours for dressing, eating breakfast and finding his backpack.
    The teacher experiences similar inconveniences locating Teddy’s missing in-class assignments. She peeks inside his desk and discovers approximately ten incomplete assignments.
    The school counselor suggested a re-evaluation so they can pinpoint Teddy’s strengths and weaknesses. Tests' results found Teddy’s deficits are short-term memory and auditory memory. The Special School District psychologist explains Teddy is not capable of taking in and instantaneously repeating what is said back to another person. Furthermore, Teddy cannot always recall what a person says to him.
    Teddy’s teacher, his school and his mother now have several modifications within his learning environment accommodating his educational needs. The teacher and the mother have computer's programs for email. Teddy’s teacher emails the mother homework assignments that are due the following day. As well, the mother can email the teacher about any problems that Teddy is experiencing with homework or any other concerns she may have. This helps Teddy because the teacher and the mom now realize he cannot always remember what is said in the classroom.
    The school provided two other modifications that enhances Teddy's learning abilities. One accommodation is a second set of school books for Teddy to keep at home. The other is a student daily assignment book that tracks daily and long term assignments -- similar to a daytimer. Now he does not panic after going home and finding he forgot the necessary books for homework.
    Teddy’s mother developed various checklists for staying on tasks that help prepare him for the following school day. His room now contains labeled shelves, labeled multi-color folders, and an oversized student calendar for organizing tools for schoolwork and play.
    The circumstances demonstrate just how a support system can eliminate some of the feelings of inadequacy and embarrassment by implementing just a few simple ideas addressing the educational needs for Teddy and Tom. Teddy’s facial expression now beam's success when he shows off his report card and Tom has a 3.5 GPA.
    Each school year, families attend a ritualistic wrestling match within the educational system because a teacher feels threatened. She or he feels requested modifications will take away their control over their classroom management. Children with Attention Deficit Disorder behave and dream the same as any other child. Attention Deficit Disorder is an invisible disorder, left untreated and unmanaged, hinders a child’s ability for success in school and in their social setting. The following quote from an unknown author says even more, “What is thought to be fair for all, is not necessarily fair for one."