Reply to School Strategies for 2E child with ADHD-Inattentive

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[quote=Anonymous]10yo DS is finishing 5th and will be at a new school for 6th (same district). It's a big school, with 250 kids/grade, and also seems to be a fairly well-resourced suburban public school and one that wants to do right by the kids.

I'd appreciate any suggestions for how to navigate this upcoming transition, specifically with the school administrations. Up until now, accommodations have been informal only. DS's gifted ELA teacher knows him well and has provided loads of informal accommodations. And we don't want to lose all that she has learned about teaching DS as we move schools, and things begin to get real, with grades and more timed tests.

We just redid DS's neuropsych and will soon meet with the current school to discuss how to document and share the current accommodations with the next school. We plan to request a 504 for the first time with the new school. [b]What else should we be doing?[/b]

I won't bore you with all of DS's stats, but in case readers have similar kids, on the WISC-V his highest score is verbal comprehension at above the 99th percentile (139). And his lowest is processing speed at the 23rd percentile (89). Quite a gap.

In addition to ADHD, he was newly diagnosed with a Specific Learning Disorder in written expression. At the same time, the psychologist suggests acceleration and challenging DS.

So I have this creative kid with an exceptionally strong vocabulary. But he struggles to write three organized sentences. If his big brain quickly comes up with the correct answer, we're golden; but if he's not initially correct, it's hard to get there. And he makes careless mistakes. How can he succeed in a fast-paced classroom with bright kids when he doesn't have the skill set to complete the tasks?

The psychologist has made many recommendations, including writing supports and formalizing classroom accommodations. He also suggests SEL classes, including peer group work. DS has been in executive functioning classes for a few years. And we plan to talk to him this summer about his strengths and challenges so that he can hopefully learn to advocate for himself. The psychologist suggests holding off on meds, which we've yet to try, until we see how much he can function with additional supports in place.

This is our first rodeo talking to school administrators and social workers about accommodations and a 504. Any tips so that we can have accommodations in place at the start of the fall would be appreciated. And please flag anything we should we wary of.

THANK YOU (And thank you for reading this far. The first draft was much longer.  :D )

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