A MOTHER TELLS WHAT IT WAS LIKE
TO GET HER SON DIAGNOSED
As a mother I knew something was wrong with my son Daniel. Everyone told me not to worry… he would soon mature! However, by kindergarten, Daniel's problems began to concern his teachers as well. His constant talking, unco-operativeness and frenetic activity caused him to be sent home regularly.
School was even worse. Daniel trashed the principal’s office in the first month. We were told that, as his parents, we had to do something.
Book for parents
ADHD Potatoes: A Journey from Darkness Into Light.
by Geraldine Moore. $25.00
An Australian mother tells of the highs and lows of bringing up two boys with ADHD. To order phone 0408512522 or email:
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Talking to Children about
Medication for ADHD.
click here
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ADHD in Pre-Schoolers: CHADD site.
click here
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Managing medication for adolescents and children with ADHD.
click here
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Book
Otto Learns About His Medication. by Matthew Galvin. N.Y. Magination Press, 200i. Otto, a fidgety young car that has trouble paying attention in school, visits a special mechanic who prescribes a medicine to control his hyperactive behaviour.
click here
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EDUCATION
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Book
Whose Learning Is It? by
J. Osler & J. Flack. Sense Publishers, 2008
click here
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Down-loadable book
Students with Disabilities in
Mainstream Classrooms:
A resource for teachers.
A.Shaddock, L. Giorcelli, S. Smith.
click here
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Wrap Around Kids is an Australian program to provide teachers with practical class-room strategies for different learning styles & behaviours
http://www.wraparoundkids.com/
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Book
Survival guide for college students with ADD or LD.
Kathleen Nadeau.
click here
–––––––––––––––––––––––––––––U.S. list of resources for teachers of children with ADHD.
click here
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RESOURCES
We tried local psychologists, but to no avail. We read advertisements for drug free techniques for children like Daniel, and tried them. Once again, there was no improvement. My work, my friendships, and our family all suffered terribly. I was at a dead end and felt dead inside. In tears I visited our GP, and begged for help.
Before long, so did his school achievements.
After five years on Ritalin, we have a child who still experiences learning difficulties, but is a popular member of his class, who actively participates in school and community activities, and is an enthusiastic sportsman. It has been a long journey, but a rewarding one, for now Daniel is happy and enjoying life.
The G.P referred us to a paediatrician, but on the day of the appointment, Daniel refused to leave the car.He crawled like a monkey all over the car to avoid me as I tried to get him out. Finally, in defeat, I reported to the paediatrician that Daniel had refused to come inside.
But the paediatrician knew what to do. He came outside to the car, engaged Daniel in a friendly chat, and gradually won his trust. Over the course of several consultations, the paediatrician reviewed our behaviour management program, our use of omega 3 oils, our encouragement of Daniel's participation in sport, and became confident that we were giving our son lots of love and attention. He advised us to continue all of this, but in addition, he recommended a trial of Ritalin.
Daniel’s behaviour and concentration improved markedly.
Jessie arrived at our school with a reputation for being a student who was hard to manage, behind in her work, and unmotivated.In her numeracy classes, she resisted my attempts to help her to start work, and seized every opportunity to cause disruption.
"I'm not doing this!" she screamed one day, and threw her maths problem sheet on the floor.
"Let me help you, Jessie," I offered.
"No. It's too much! I can't get it finished!" she cried.Margot, the classroom teacher, and I sensed that behind Jessie's rage was deep discouragement at her inability to keep up with the other children.
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We developed a plan.
It happened that Jessie was very good with digital photography and computers. We announced that we were going to have a slide show of "Good Learning Behaviours," and asked Jessie to help us. Jessie thought it over, and eventually agreed.
With a confidence and efficiency that we had never seen before, she undertook the task.
We took some photos of our students, including Jessie, using a calculator and a number chart. Jessie downloaded them and operated the graphic software. We used these slides to stimulate discussion about how maths tools could help us to solve problems and make life easier.
An experienced teacher aide tells how she
and the classroom teacher developed a
plan to assist a challenging student.
Over a few weeks, Jessie's assurance with the slide show transferred to a willingness to participate in the maths discussions.
With newly found acceptance from her class-mates, Jessie's outbursts decreased.
One day I broached the sensitive subject of how she was feeling about school and learning.
"What do you want to get better at, Jessie?" I asked.
"I want to get quicker at maths", she said, and then added, "do you think it's possible?"
"What do you think, Jessie?" I said.
"Well", she said thoughtfully, "I think it's possible".
"Then in that case," I said, "it's certainly possible."
