| Page 1 of 1 | 1 |
| Thread : Highly Gifted ADHD 3rd Grader Struggling with Math | |
24 Sep 2009 @ 1:55 PM
|
|
|---|---|
| minnie |
Join Date:
Thu 24th Sep 2009
Threads: Posts: |
|
Highly Gifted ADHD 3rd Grader Struggling with Math
My daughter was tested for ADHD in the first grade. She is medicated daily and the medication has significantly improved her ability to focus and perform. She makes straight A's and tests at the 98-99% on standardized tests. Her progress report grade for math was 100. She also goes to a math tutor once a week for an hour. Her only real struggle is math facts. This has shown up time and again in standardized tests and her working on math facts in a timed environment. Two days ago she was in tears because she can't do her 4 and 5 addition problems in under 2 minutes (40 problems). On her MAP testing, she excels at high level math (algebraic reasoning etc) but performs low on numeral operations. After this being a concern for a long time, I had her tested for a math disability today from a Phd. The same one that did her ADHD testing. Her testing showed an IQ at the 98% but her math functioning in timed testing was at the 50%. She said there was no disability because my child could do the math correctly just not quickly. She suggested getting a 504 to eliminate timed testing. So I spoke to the asst principal today who is over these accommodations. She gave me the impression that it wouldn't be possible to give her any formal plan because my child is gifted and making straight As. She said that since her math functioning was at 50% which is average that the school system can't give my child a head start. That their only job is to "level the playing field at average." I responded that I am not here to compare my child to the average student and that school isn't a race. It is about helping a child perform to the best of their ability and that we shouldn't decide that average is okay for a child who performs above average on all other activities. I am sure if she wasn't on medication that math score wouldn't be a 100. The disappointing thing is how public school is determined to teach to the middle and that apparently this woman is more concerned with the average or below average child than with the gifted child that is clearly struggling. She even conceded that gifted kids often struggle in math and that the school system is not set up to catch math issues but focuses on reading issues. She said that she would discuss it with the school psychologist and decide if we could possibly have a meeting to decide if she could possibly get a 504 plan. But she doubted that my child would qualify. Any suggestions, tips, case law to back us up etc? |
|
16 Oct 2009 @ 2:21 AM
Reply #
1
|
|
|---|---|
| Addy |
Join Date:
Thu 30th Jul 2009
Threads: 0 Posts: 3 |
|
Sounds like dyscalculia to me
Hi, I know it's been awhile since you posted, but it caught my eye. Your daughter has dyscalculia. Learning disability diagnosis has nothing to do with "average" test scores, it has to do with sub-test scatter -- that is, how divergent an individual's scores are within a test. Since your daughter is extremely gifted in most areas, the fact that she's in the fiftieth percentile for that math subtest means she has a learning disability. Since her math reasoning is good, and she's just having trouble with math facts, remediation at this point might well mean that she could do perfectly well in advanced math further down the road. It's frustrating, but psychologists who are employed by the school district often have a vested interest in NOT diagnosing disabilities. This is because their employer doesn't have to pay for remediation for a disability that isn't there. It sucks, but there it is. Wrightslaw.com has some great pages on how to advocate for your kids in the school system. You might want to check it out. |
|
|
23 Oct 2009 @ 7:20 PM
Reply #
2
|
|
|---|---|
| schoolmarm |
Join Date:
Fri 23rd Oct 2009
Threads: Posts: |
|
Don't Stop
As an educator and the parent of a gifted ADHDer I understand your dilemma. The other poster was correct when he said the school diagnosis is often unreliable. I too was told I could not get a formal IEP for my child because " her scores were too high". This is not accurate and potentially criminal on the school systems part. However, they are counting on you : 1) Being satisfied with having a gifted child and already receiving "extra services" 2) believing that the school psych did testing with you and your child in mind 3) Not knowing your educational rights. 4) getting discouraged and giving up. Don't fall into their trap. Do your research and be the polite but persistently squeeky wheel. Keep in mind that children who are gifted in some subjects are not necessarily gifted in ALL subjects. There is a discordance in your child's scores, but the fact that she can perform the skill, just not quickly, doesn't automatically indicate a learning deficiency. Is she a perfectionist? Does she need to recheck every answer? Does she use her hands to calculate? Removing the timed element, is a great starting point. This will take the immediate pressure off your daughter. You may find that once she is not pressured, time and repetition will help the math facts stick. Either way the 504 accommodation opens the door to other accommodations and buys you time to diagnose what ever else may be in play. Good Luck |
|
|
29 Oct 2009 @ 8:52 PM
Reply #
3
|
|
|---|---|
| coop522 |
Join Date:
Tue 27th May 2008
Threads: 1 Posts: 0 |
|
they need to consider everything not just grades
I would add that your daughter is making great grades because she is bright but also on meds and that is a factor that should be considered. The goal is for her to not have to be on meds forever and the easier her environment is around her, the easier it is for her to navigate. School should be supporting this, not making it harder. I'm no lawyer but I thought if you have a medical diagnosis they MUST honor her 504 classification. Our parent teacher conference yesterday convinced us this is the year to do it - our son was diagnosed over 2 yrs ago & does well but the rubber is hitting the road in 3rd grade & we don't want him to be left under the wheels, you know? |
|
|
31 Oct 2009 @ 11:07 PM
Reply #
4
|
|
|---|---|
| Keith Bailey |
Join Date:
Tue 24th Mar 2009
Threads: 5 Posts: 33 |
|
Math
Your child must be commended for what she excels in, instead of picking apart her one academic weakness. She cannot excel in everything. I concur with previous posts that mention how meds cannot be taken forever. They are used to mitigate symptoms, not cure the condition. Children especially need to be closely monitored, since their brains are still evolving. ADHD stimulants are more powerful than the speed I took in college for all night study sessions. www.adhd-information-exchange.com www.adhd-information-exchange.com |
|
| Page 1 of 1 | 1 |
« Previous Thread | Next Thread »
Local Time : 23 Nov 2009 5:57 PM
(Mon, 23 Nov 2009 22:57:13 GMT)
