Anonymous wrote:I have severe ADHD (like, off the charts) and never ever had anything like this.

Well, there is no "chart," but thanks for trolling.

My dd has ADHD and first had a 504 and then an IEP. So far, she has never had an aide in the classroom for her. She gets pull outs into the resource room for math and last year, she had math and language arts. We do have one ADHD student who has an aide, but he has ADHD and is on the spectrum. He also started ADHD medication which helps him somewhat. He also spends quite a lot of time in the resource room instead of the regular classroom.

Personally, I would never consider immersion for my ADHD dd. She has a hard enough time learning when everything is in English.

Anonymous wrote:

Anonymous wrote:[google]

Anonymous wrote:I'm wondering if the school is trying to build a case for moving this kid into a self-contained class or a program at another school. A full-time aide is a lot of special ed hours. But if the aide isn't well-trained, the aide won't make any difference. Then the school will say that he isn't learning in the general ed class despite having full-time "support".

OP, have they mentioned anything to you about other programs or classrooms?

Agreed, our IEP team in MOCO said anything pver 15 hrs a week meant a transfer to s more specialized school.

The OP is in Fairfax, but I think you're right.

Fcps herds the kids with the most severe ADHD into self contained ED center classes,
where they can all just distract each other. It is cost effective for them.

I have severe ADHD (like, off the charts) and never ever had anything like this.

Anonymous wrote:[google]

Anonymous wrote:I'm wondering if the school is trying to build a case for moving this kid into a self-contained class or a program at another school. A full-time aide is a lot of special ed hours. But if the aide isn't well-trained, the aide won't make any difference. Then the school will say that he isn't learning in the general ed class despite having full-time "support".

OP, have they mentioned anything to you about other programs or classrooms?

Agreed, our IEP team in MOCO said anything pver 15 hrs a week meant a transfer to s more specialized school.

The OP is in Fairfax, but I think you're right.

[google]

Anonymous wrote:I'm wondering if the school is trying to build a case for moving this kid into a self-contained class or a program at another school. A full-time aide is a lot of special ed hours. But if the aide isn't well-trained, the aide won't make any difference. Then the school will say that he isn't learning in the general ed class despite having full-time "support".

OP, have they mentioned anything to you about other programs or classrooms?

Agreed, our IEP team in MOCO said anything pver 15 hrs a week meant a transfer to s more specialized school.

Anonymous wrote:It *might*, *might* be a less than ideal situation if your child's ADHD is severely impacting his ability to learn in a dual immersion setting. I say this very gently. It may just be something you watch for a while. But please be careful of putting your desire for dual language fluency over what might be best for your child.

Some kids with ADHD do just fine in that setting, but for others it can be a set up for failure. It can be hard to process and follow in a classroom with one language, sometimes switching back and forth requires so much energy for a child to concentrate that it becomes easier to just switch off.

I'd monitor the situation for a while but wouldn't be against going back to the local school at all costs. This is just me, but I would rather my child be able to learn without an aide with enough accommodations in place to make him independent than in a program that wasn't ideal for him with an aide.

I think it depends on the kid.

I agree with you though the goal is independence. It really sounds though the school has approached this in the most basic way possible. He can't focus, give him an aid to re-direct. There are so many other kinds of supports that can be put in place--either in addition to or in place of an aid.

I don't think this approach is unique to dual-language program b/c we were basically offered the same thing for our mainstream, districted elementary school. When I brought up specific accommodations for our kid with ADHD, I was met with a blank stare and silence.

That's why I think the OP should get an advocate.

My guess is that they are moving towards and "educational autism" diagnosis (if you don't achieve a DX yourselves first). ADHD/ OHI is a hard diagnosis to pull this many hours. You are moving into level 3 here.

It *might*, *might* be a less than ideal situation if your child's ADHD is severely impacting his ability to learn in a dual immersion setting. I say this very gently. It may just be something you watch for a while. But please be careful of putting your desire for dual language fluency over what might be best for your child.

Some kids with ADHD do just fine in that setting, but for others it can be a set up for failure. It can be hard to process and follow in a classroom with one language, sometimes switching back and forth requires so much energy for a child to concentrate that it becomes easier to just switch off.

I'd monitor the situation for a while but wouldn't be against going back to the local school at all costs. This is just me, but I would rather my child be able to learn without an aide with enough accommodations in place to make him independent than in a program that wasn't ideal for him with an aide.

Even if it's not your local school, your child has the right to be there. ADHD or not.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:10:39 again. You may want to hire an educational consultant to observe him in the classroom and ask whether the school and the IEP is working for your DS. We use one yearly to keep tabs on our DS. The IEP may need tweaking and/or the school may not be a good fit. At this point you need more information.

I think this is a good idea.

Depending on what his struggles are, they may not change whether you do a dual-language program or not. If learning a second language is important to you and he enjoys the school, I would keep in mind that they may be saying "it's not for him" when what they really mean is "we don't want to deal with him."

+1000. If they are offering dual immersion learning, they have to make that available to everyone, including kids with ADHD who need support.

Is the immersion school your local school, or would he be transferred back to your local school if you pulled him from immersion?

Original poster here. No this is not his local school. If he is not in the duel language program we would have to attend his local school, which I am not supporting. We would have to get other people involved to have him stay at his current school.

I really appreciate everyones insight and thoughts.

Anonymous wrote:Original Poster Here...My wife and I actually did meet with the school and they gave hints that dual immersion program might not be best for him.

Wow, so surprised here. Is the aide fluent in the immersion language and English?

Anonymous wrote:

Anonymous wrote:10:39 again. You may want to hire an educational consultant to observe him in the classroom and ask whether the school and the IEP is working for your DS. We use one yearly to keep tabs on our DS. The IEP may need tweaking and/or the school may not be a good fit. At this point you need more information.

I think this is a good idea.

Depending on what his struggles are, they may not change whether you do a dual-language program or not. If learning a second language is important to you and he enjoys the school, I would keep in mind that they may be saying "it's not for him" when what they really mean is "we don't want to deal with him."

+1000. If they are offering dual immersion learning, they have to make that available to everyone, including kids with ADHD who need support.

Is the immersion school your local school, or would he be transferred back to your local school if you pulled him from immersion?

Anonymous wrote:10:39 again. You may want to hire an educational consultant to observe him in the classroom and ask whether the school and the IEP is working for your DS. We use one yearly to keep tabs on our DS. The IEP may need tweaking and/or the school may not be a good fit. At this point you need more information.

I think this is a good idea.

Depending on what his struggles are, they may not change whether you do a dual-language program or not. If learning a second language is important to you and he enjoys the school, I would keep in mind that they may be saying "it's not for him" when what they really mean is "we don't want to deal with him."

10:39 again. You may want to hire an educational consultant to observe him in the classroom and ask whether the school and the IEP is working for your DS. We use one yearly to keep tabs on our DS. The IEP may need tweaking and/or the school may not be a good fit. At this point you need more information.