Young Families INSIGHTS

Volume 1, Number 2

April 1999

Linda Swann, NAMI NC Young Families Program Coordinator, Editor
Linda Buzard, Layout Manager


 

State Board of Education Passes Student Accountability Standards

Public School students in North Carolina will soon have higher standards to meet in order to get promoted and graduate. The State Board of Education seeks to end social promotion by requiring students in grades 3, 5, and 8 (also called Gateways) to pass end-of-year tests or repeat the grade. Beginning with next fall's freshmen class, high school students will have to pass an exit exam to graduate. These graduates must also meet existing state and local graduation requirements. Grade 5 requirements take effect in 2001, and grades 3 and 8 requirements follow in 2002.

Board members did add several safety nets for failing students. Kids who do not pass their end-of-grade tests will be able to take them again quickly. Students and parents can also appeal retention. And school principals will have the power to promote struggling students.

 

Students with Disabilities to Participtate in Accountability

All students with disabilities, to the extent possible, are to participate in the statewide accountability standards for elementary, middle, and high school levels. These students may be exempted from the statewide student accountability standards by the Individualized Education Program team, including the principal or school district representative, if it is determined by the team that the students do not have the ability to participate in the State Standard Course of Study. However, they are to be enrolled in a functional curriculum and demonstrate approved outcomes on alternate assessments. These students may receive certificates of achievement or graduation certificates, not diplomas.

Interventions/remediation and other opportunities and resources made available to students without disabilities are to be made available to students with disabilities who participate in the end of grade testing. Services offered are in addition to the special education services provided to the student.

We shall watch how these new standards affect our children's access to an appropriate education. A lot of people feel strongly, pro and con, about this issue. If you have an opinion you would like to share, and perhaps print in our newsletter, let me know. Thanks.

For more information, log on to the Department of Instruction's web page and read all about it. That address is: www.dpi.state.nc.us/student_promotion/draft_standards.html

 

Attention Parents and Clinicians!

Carolina Legal Assistance is sponsoring a free two day seminar on Special Education Law. Major topics include: overview of state statutes dealing with special education, the evaluation process, and Individual Education Programs. Sessions are planned for April 21-22 in Raleigh, May 12-13 in Williamston, and June 16-17 in Lexington. Call 919 856-2195 for more information.

 

Truths about Attention Deficit Hyperactivity Disorder (ADHD)

Sam Goldstein, Ph.D., is an internationally recognized author and expert on child development. Associated with the Neurology, Learning and Behavior Center of Salt Lake City, Utah, he is well-known for his work on Attention Deficit Hyperactivity Disorder (ADHD). As we know, behavior management and medication are effective in reducing immediate symptoms and improving daily functioning for children with ADHD. However, it is important to use other interventions that provide positive learning experiences, support, and more opportunities for achievement. This is what all children need, of course, but children with disorders such as ADHD need even more.

Dr. Goldstein recently spoke at a PACER-sponsored workshop. (PACER stands for Parent Advocacy Coalition for Educational Rights). Dr. Goldstein shared the following observations he has acquired in his work on behalf of children who have ADHD. Come to think of it, these suggestions can apply to a lot of life's challenges.

Let common sense rule. Children with ADHD have poor self-regulation (self-discipline). They often need boundaries. They do not do well with tasks that are repetitive, uninteresting, take more effort, or are not interesting to them. These children will learn, but it may take them longer. Therefore, teachers and professionals are encouraged to give them tasks that offer immediate, frequent rewards.

Parents are pretty smart. (No surprise to us, right?) Professionals should listen to parents. Because ADHD is inconsistent by nature, self-regulation problems may come and go. The doctor may not see the symptoms in his office. Parents know their children best.

Life is complicated. Modern science tells us that ADHD tends to run in families. It takes a lot of effort and organization to manage children with ADHD. This is no easy task.

ADHD symptoms may prompt other difficulties. Poor self-regulation/discipline may contribute to other challenges. Children with ADHD may have learning disabilities or conduct disorders. About 40% have conduct disorders. Less than 15% have only ADHD.

Symptom relief for ADHD may not change long-term outcomes. Treating symptoms does not cure the disorder. These children are at a higher risk than the general population for later developing mood and anxiety disorders, as well as substance abuse problems. More than 50% will experience depression.

Make life interesting. Children with ADHD look for innovative activities. Like us, they function better when motivated.

Make consequences valuable. These children function better with immediate, predictable results. What they find interesting today may bore them tomorrow. Dr. Goldstein advises parents to alter an activity and its consequences while the child is still interested in it.

Loss is a powerful motivator. People with ADHD often do better at maintaining what they have rather than collecting more. They work harder to keep what they have. As an example, instead of paying a child to do certain tasks, give him the money upfront and then take away part of it for what is not completed.

Sometimes a solution can cause problems. For example, a child may complete his homework but not turn it in to the teacher. Those two tasks are unrelated to him. He did the work to satisfy his parents, to escape the negative response from his parents. About 80% of a child's interaction with parents and teachers is negative compared to 20% for those without the disorder.

Offer the child with ADHD love, acceptance, respect, and empathy. Having ADHD is "no picnic." If parents and professionals develop an understanding attitude about the disability, it sets a positive example for the rest of the community.

Article is adapted from:

PACER's news magazine, PACESETTER, Winter 1999, Vol. 22, Issue 1.)
 

Positive Student Profile

NAMI NC has three Family Advocates working in our Mentoring sites. They are using documents such as the following when helping parents prepare for IEP (Individual Education Program) meetings at their child's school. Parents have found this exercise to be very helpful. Many have not thought about their child in this way before.

This form will provide a snapshot of the child which should be reflected in his/her IEP. Parents should also attach a photograph to the form. I will include a few examples with each question. The idea is to keep it simple, preferably to two pages.

  1. Who is _______? (Name and describe your child, including information such as place in family, personality, likes and dislikes.)
    Youngest child in family with 2 older sisters; Likes to work in the yard with his dad; Loves the beach
  2. What are _______'s strengths? (Highlight all areas in which yourchild does well, including educational and social environments.)
    Sensitive to the needs of others; Good with details; Good sense of humor
  3. What are _______'s successes? (List all successes, no matter how small.)
    Attends regular first grade classroom; Makes his own lunch; Good working on a computer
  4. What are _______'s greatest challenges? (List all areas in which your child has the greatest difficulties.)
    Dislikes unexpected change; Difficulty with math; Has trouble staying on task
  5. What supports are needed for _______? (List supports that will help your child achieve his/her potential.)
    A circle of friends; To have a routine which is structured; To learn from typical children
  6. What are your dreams for _______? (Describe your vision for your child's future, including both short and long-term goals.)
    To have friends in the neighborhood; To be active in his community; To live independently
  7. Other helpful information. (List any pertinent information, including health care needs, that is not included elsewhere.)
    Is a visual learner; Needs short breaks between tasks; Works better with 5 minutes notice before changing tasks

Adapted from:

Collaborative Teams for Students with Severe Disabilities: Integrating Therapy and Educational Services, Beverly Rainforth, PhD, PT; Jennifer York, PhD, PT; Cathy MacDonald, MA, CCC/SLP
 

Ten Questions for Parents to Ask at Parent-Teacher Conferences

  1. How well does my child get along with classmates?
  2. What aspect of school does he/sheappear to enjoy most?
  3. What are my child's best/worst subjects?
  4. Has my child attended class regularly? Completed assignments regularly?
  5. Does he/she willingly participate in class activities?
  6. Do you think my child is doing his/her best?
  7. Does my child follow directions?
  8. Have you noticed any changes in his/her behavior during the year?
  9. What tests has my child had/will have? What do the test scores reveal about my child's progress? How does my child handle taking tests?
  10. Does my child need help in any academic area or need to be referred to school specialists?