Ch. 2 - High-Incidence Disabilities

I currently have four students diagnosed with ADD/ADHD.  Three of the students are from supportive families, and one has no support at all from home.  He lives with a single mother and a younger sister, who is also ADHD.  This student has been in foster care, and his mother recently got both children back.  She works night shift at a gas station.  Drugs have been involved in this student's entire life.  Homework and projects are never done.  Classwork is completed only if I stand over him or tell him it'll have to be done during his recess.  He never studies, and his grades reflect it.  On his current report card, he failed all but one subject.  There is no motivation at all.  When I noticed that he was making 10s and 20s on spelling tests, I started writing his words in colored markers on index cards.  I discovered that whenever I did this, his spelling test grades would improve.  I then decided to take his study guides for ss and science, put them in a large baggie, and he would at least take that baggie home and read over the study guides.  From there, I prepared a baggie with pencils, notebook paper, and colored pencils for him to keep together at home.  This student was retained in kindergarten and currently reads on a kindergarten level.  His MAP scores are just a little below the norm, so he doesn't qualify for any services (resource was what I hoped for).  I have referred him to our I-team, and we have set up a behavior plan.  It consists of me writing his assignments daily and completing a checklist of daily behaviors and expectations.  Often, this student does not get his medication.  He cannot sit in his chair, he runs around the room, he climbs on the counters, and talks continuously.  Focusing is a major issue even when he is on his meds.  I keep him at the front of the room (and always near me). 

Due to the major behavioral issues (stealing, lying, and no support from mom), I know that I am impatient with him.  Since he has no IEP, 504, or any accommodations, I expect the same from him that I do from my other students.  I have discussed this student numerous times with my assistant principal and our school psychologist.  They agree that I have no reason not to expect the same from him.  However, he has failed most every subject the entire year.  I feel that I am letting him down.

This student needs to feel some success.  Instead of expecting him to study ten spelling words, I can give him the five third grade words for a few weeks.  I can also provide him some time in the morning to complete homework.  I do provide him with all necessary materials to complete projects (that never get done).  Maybe I can have this student not take the work home, but let him work on assignments during a related arts time.  I think he needs a different type of behavior chart.  Instead of a chart with a long list of "accomplishments", we need to have a shorter list to start with and gradually add to it as he sees some success.