School Accommodations, Part 3
Pitching in at school
Although Hall’s primary goal was to help her son, her efforts ended up helping every ADHD student in the school get what he or she needed in the classroom. “I photocopied articles on ADHD and gave them to the teachers, with notes that said, ‘I don’t mean to inundate you, but if we can work together, I know he’ll be successful,’” says Hall. “The teachers wrote me back saying that not only had the strategies helped Michael, they were helping other kids in the school, too.”
Hall continued her efforts while she served as president of the PTA. When she brought in an ADHD expert to speak to parents, the turnout was huge. The principal thanked her, and told her that she planned to ask the expert to speak to school staffers.
Not every parent has the time or inclination to be PTA president. But, even if you work full-time, it’s smart to volunteer at your child’s school — especially if your child has special needs. If teachers and school administrators see you pitching in — reading stories in the classroom, leading a fundraising drive, and so on — they may be more likely to look favorably on your request for accommodations.
Open, honest communication
Kids’ needs evolve; an accommodation that works well today may stop working next semester — or even next week. So it’s essential to keep the lines of communication open. When your child comes home from school, ask how the day went. Is she making good progress? Is he encountering any particular problems? If so, what is being done in class to address them?
It’s also a good idea to stay in close contact with the teacher. Notes sent back and forth in a child’s backpack are especially helpful. “If I have a question, I write the teachers a note in my son’s agenda book, or I e-mail them,” says Jane Gemunder, of Huntington Station, New York, the mother of a fourth-grader with ADHD. “I usually get an answer the same day.”
In addition, Gemunder makes the most of the school’s twice-yearly parent-teacher conferences. “I ask very specific questions,” she says. “‘Does he get up a lot? Is he fidgety during class? Who are his close friends?’ The more specific your questions, the more information you’ll get about your child.”
Jane Hall has found it helpful to keep a journal with daily updates from herself, her son, and his teacher. Says Hall, “The journal has a section for each of us to write what Michael did well today, what his ‘yahoo!’ moment was, and where he needs to improve. It keeps me aware of how things are going, and prevents small problems from turning into big ones.”
This article comes from the April/May 2007 issue of ADDitude.
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