Feels like an emergency, please help

[Anonymous]

This doesn't make sense to me. Being allowed to take a test in another location is one issue. Being given extra time is another issue. There's NO reason he should have to leave the main testing area if he gets extra time. And there's NO reason he should have to STAY in the separate location if he's finished a test. And there's NO reason they should refuse him extra time on the SAT just because he doesn't use extra time on a chapter test or something. If I were you I would look into all these things.

If it helps, OP, I have severe learning disabilities and had an IEP as a kid (504 didn't exist then) which allowed me a separate testing location and extra time. I needed NEITHER. Having to go to "the retard room" (resource room) was social suicide as someone else said. And because the worst-behaved kids were there, it was actually more distracting and louder than staying in the regular classroom. Also, I NEVER needed extra time at all. By the time a test came, I either knew the answers or didn't - I had zero need for extra time.

My parents talked me into taking the SAT in the "retard room." We had to all sit with an extra desk between us and each person. Sam, Empty, Lauren, Empty, Chris, Empty, etc.

The kid sitting behind me spent the entire SAT using his feet to pull the chair-desk-combo between he and I, back towards him before ramming it into the back of my chair. Repeatedly. I got whiplash. I was not allowed to move to a different seat. He was not forced to move or stop. As always, I did not need extra time. It would have been a calmer environment to take the SAT in the gym with everyone else.

[Anonymous]

Anonymous wrote:This doesn't make sense to me. Being allowed to take a test in another location is one issue. Being given extra time is another issue. There's NO reason he should have to leave the main testing area if he gets extra time. And there's NO reason he should have to STAY in the separate location if he's finished a test. And there's NO reason they should refuse him extra time on the SAT just because he doesn't use extra time on a chapter test or something. If I were you I would look into all these things.

If it helps, OP, I have severe learning disabilities and had an IEP as a kid (504 didn't exist then) which allowed me a separate testing location and extra time. I needed NEITHER. Having to go to "the retard room" (resource room) was social suicide as someone else said. And because the worst-behaved kids were there, it was actually more distracting and louder than staying in the regular classroom. Also, I NEVER needed extra time at all. By the time a test came, I either knew the answers or didn't - I had zero need for extra time.

My parents talked me into taking the SAT in the "retard room." We had to all sit with an extra desk between us and each person. Sam, Empty, Lauren, Empty, Chris, Empty, etc.

The kid sitting behind me spent the entire SAT using his feet to pull the chair-desk-combo between he and I, back towards him before ramming it into the back of my chair. Repeatedly. I got whiplash. I was not allowed to move to a different seat. He was not forced to move or stop. As always, I did not need extra time. It would have been a calmer environment to take the SAT in the gym with everyone else.

OP here, wow, that sounds like a horrible experience. I will definitely be following up about this.

[Anonymous]

For some of the "bigger" (national) type of exams they only allow accommodations if there is a documented prior history of them. What they are trying to avoid are students who have never requested extended time in the past using it solely for the SAT in hopes of getting a better score.

[Anonymous]

And because the worst-behaved kids were there, it was actually more distracting and louder than staying in the regular classroom. Also, I NEVER needed extra time at all.

My DD with ADHD said the exact same thing. We did not ask for a separate room, but one year they pulled her there anyway. She did the worst EVER on her SOLs that year. She said it was incredibly distracting and she was horribly embarrassed.

[Anonymous]

Anonymous wrote:DS is a teen with mild ADD. He has had a horrible year in HS: not consistently taking meds, fighting all attempts to offer supports (such as tutoring) and generally bad attitude about school. Otherwise, he is a good kid, no drugs, doesn't stay out late, etc. His rebellion is totally related to school.
We have a 504 plan which includes extra time on tests.
He is sooo mad about this, because there is standardized testing this week, and he is in a group which receives extended time as an accommodation. He states he completes his tests early and is totally bored during the extra time. We have talked about the possibility of deleting this accommodation because he says he doesn't need it.
This am he was walking around cursing before school complaining about the extra time. When I offered to call and talk with the guidance counselor about leaving him with the regular group, he refused to agree.

Seems impossible to me. Should I call the guidance counselor and ask them to change it? Let him stay in extended time? And in general, I am so frustrated with his horrible attitude.

Please advise!

Time for an attitude adjustment. He needs a verbal smack upside the head that points out that he has a choice: he can use the extra time or he can go with the regular group, but he should talk to the counselor himself. He also needs to be told that you are sorry that he is frustrated, but that doesn't mean he gets to act like a jerk to you or to rest of the house. After he tells you what he wants, let it go. Don't clean up his mess for him. Don't put up with his attitude. Tell him to go to his room or go elsewhere with that attitude. If he won't leave, you leave.

Rinse-lather-repeat, until he gets over it or goes to college or moves out.

He has to start taking responsibility for his own stuff.

[Anonymous]

Can you make sure he takes his meds consistently? That might be a bigger issue and you seem to gloss over it. I realize he is a teenager but the meds may help keep him balanced and focused and prevent him from eventually medicating with alcohol and drugs.

[Anonymous]

Anonymous wrote:This doesn't make sense to me. Being allowed to take a test in another location is one issue. Being given extra time is another issue. There's NO reason he should have to leave the main testing area if he gets extra time. And there's NO reason he should have to STAY in the separate location if he's finished a test. And there's NO reason they should refuse him extra time on the SAT just because he doesn't use extra time on a chapter test or something. If I were you I would look into all these things.

If it helps, OP, I have severe learning disabilities and had an IEP as a kid (504 didn't exist then) which allowed me a separate testing location and extra time. I needed NEITHER. Having to go to "the retard room" (resource room) was social suicide as someone else said. And because the worst-behaved kids were there, it was actually more distracting and louder than staying in the regular classroom. Also, I NEVER needed extra time at all. By the time a test came, I either knew the answers or didn't - I had zero need for extra time.

My parents talked me into taking the SAT in the "retard room." We had to all sit with an extra desk between us and each person. Sam, Empty, Lauren, Empty, Chris, Empty, etc.

The kid sitting behind me spent the entire SAT using his feet to pull the chair-desk-combo between he and I, back towards him before ramming it into the back of my chair. Repeatedly. I got whiplash. I was not allowed to move to a different seat. He was not forced to move or stop. As always, I did not need extra time. It would have been a calmer environment to take the SAT in the gym with everyone else.

So, since you did not need any accomodations and did not seem to have any difficulties with tests, what was your "severe learning disability" that necessitated an IEP? You seem to be very condescending and negative about students who have a learning disability and need an accomodation. Calling a quiet room to take tests the "retard room" reflects on yourself and insecurities about appearances.

[Anonymous]

We are dealing with a senior like this now. Inattentive ADHD, doesn't want to take any Ritalin because of how it makes him feel. Grades suck, but he got into a decent college. He just started Wellbutrin for mild depression a few weeks ago and we are seeing improvement in at least the anger part. His friends and sister say he is happier than he's been in months, and we see it too. He is seeing the shrink once a month, but we'd like to increase frequency, since he'll need better coping strategies in the new college environment in a few months. The psychiatrist is hoping the Wellbutrin will help with the ADHD part of things, too. I didn't know it could do that, but we'll see. Things are getting better, but we all sound like we are dealing with kids that have low frustration, anger, some depression, poor coping, etc. We just have to do what we think is best and keep close tabs on them, even if it drives them and us nuts

[Anonymous]

Something like this helps HUGELY with medication taking -

http://www.amazon.com/Ezy-Dose-Travel-Pill-Container/dp/B001THDDFC

I also add a fish oil and multivitamin for night - fish oil helps boost seratonin.

Finally, make an appointment with a psychiatrist - your ped might be in over their head on what they are prescribing.

[Anonymous]

For those w/college kids, or almost college - you have got to factor alcohol into the picture re: medication.

[Anonymous]

Stress is a reason to see a psychologist, you don't have to wait until he is full blown depressed.

The psychologist can explain to him how to deal with stress.

Also, he can work with you two on what to do when he is getting frustrated, like a code word that means "I need a break" ... That you respect.

This is very common this part of the year, it's like a zit that needs to burst.

[Anonymous]

Any teen with a medical diagnosis needing medication, therapy and accommodations, it really is important that time is taken to be sure they know how to access services on campus at the counseling center. Also that once they get the official OK on accommodations that it is up to the student to take the information to each and every professor each semester and not just at the end. This is a process of learning to become responsible for one's education, so if you have a teen in high school, do make sure to involve him/her in their IEP. Also, it may take talking and retalking, but on needs to point out that the prescribed medication for whatever condition is just the same as if one needed insulin for diabetes - without it one does not feel that well often physically nor operate to their potential intellectually.

For the parents of the senior student, it will be important to gauge with your son's therapist with him present as summer goes on what the suggestion of a treatment or support plan might be at the college he is attending. By this I mean whether the counseling center, which can often be overwhelmed the first semester each year, is equipped to handle your son or whether you should find a local referral for him to see be it in network or out-o-network. From experience, if you think there is a chance that he might pull out, tuition insurance is a wonderful safeguard at an expensive college.

For the parent of the junior, maybe it may just take your son bombing out on some tests for him to make the connection to not taking his meds and/or using the extended time. You also are in the position of being able to offer reasonable options - if he is judged to be inconsistent in taking meds, accepting accommodations AND most importantly attitude, his performance will dictate his college options. And perhaps it would be better for the teen to start out at a local community college as that in itself might b enough of a transition to deal with. Teens need to learn how to access mental health services on every college campus.

[Anonymous]

Anonymous wrote:

Anonymous wrote:This doesn't make sense to me. Being allowed to take a test in another location is one issue. Being given extra time is another issue. There's NO reason he should have to leave the main testing area if he gets extra time. And there's NO reason he should have to STAY in the separate location if he's finished a test. And there's NO reason they should refuse him extra time on the SAT just because he doesn't use extra time on a chapter test or something. If I were you I would look into all these things.

If it helps, OP, I have severe learning disabilities and had an IEP as a kid (504 didn't exist then) which allowed me a separate testing location and extra time. I needed NEITHER. Having to go to "the retard room" (resource room) was social suicide as someone else said. And because the worst-behaved kids were there, it was actually more distracting and louder than staying in the regular classroom. Also, I NEVER needed extra time at all. By the time a test came, I either knew the answers or didn't - I had zero need for extra time.

My parents talked me into taking the SAT in the "retard room." We had to all sit with an extra desk between us and each person. Sam, Empty, Lauren, Empty, Chris, Empty, etc.

The kid sitting behind me spent the entire SAT using his feet to pull the chair-desk-combo between he and I, back towards him before ramming it into the back of my chair. Repeatedly. I got whiplash. I was not allowed to move to a different seat. He was not forced to move or stop. As always, I did not need extra time. It would have been a calmer environment to take the SAT in the gym with everyone else.

So, since you did not need any accomodations and did not seem to have any difficulties with tests, what was your "severe learning disability" that necessitated an IEP? You seem to be very condescending and negative about students who have a learning disability and need an accomodation. Calling a quiet room to take tests the "retard room" reflects on yourself and insecurities about appearances.

At the time, my LD's had not yet been diagnosed. All the school knew was that I didn't do over 50% of my homework and barely passed many of my tests. So basically to them, I was simply a non-performer. They gave accommodations that cost the district nothing since they had these in place for other kids already. I called it the "retard room" because that's what EVERYONE called it. Hell, even the teachers sometimes slipped and called it that. (Interestingly we had a program in our district for the mentally retarded kids, and nobody would ever dream of calling the classroom all of them were in a retard class.) I absolutely had difficulty with tests, in that I didn't know the subject matter. I could group words together that all talked about the same thing, but couldn't define them or say how they were related. So if you said "Revolutionary War" I could say "East Coast" "British" "Boston Tea Party" in response. If you said "atom" I could say "proton", "neutron" and "electron." But I don't know how any of those are connected.

[Anonymous]

OP here, thanks for all the feedback and advice. It is helpful!

[Anonymous]

No experience with this. But- if he finishes early---can they allow him to quietly turn in exam and depart? Seems like this would solve all problems.