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<blockquote data-quote="C.J." data-source="post: 260311" data-attributes="member: 1987"><p>Jem,</p><p></p><p>I was medication resistant with my difficult child. The teachers and counselor at N*'s elementary school suggested I have her tested for ADD - which I did. She did have it (non hyperactive type). Her doctor and I discussed medication. I told the school I would try medications, but N* was the one who would determine whether or not medications helped her. I was not putting N* on medications to help them. They understood and kept me apprised of how she did day to day. I was fortunate to have her in a really good elementary school in my district.</p><p></p><p>Do get the disciplinary procedures for your son's school/school district. Perhaps they are posted on the district's website. Review them and become very familiar with them. When N* began to act up in high school, she was given an out of school suspension as a consequence when the district policy was an in-school suspension (my kid did NOT need to be out of school). When I brought that up to the principal, he told me they no longer had a special room for ISS. I told him if he expected my child to follow the RULES OF THE SCHOOL, then the SCHOOL had better FOLLOW ITS OWN RULES, TOO. I told him it looked like he had room in his VERY big office to have a desk brought in and placed in the corner. He also had a conference room attached to his office - so confidential issues could be discussed there if necessary. I suggested he play some very lovely classical music all day and ask her to discuss with him what she was reading. N* was never given another ISS (or OSS for that matter) again. </p><p></p><p>Alternative schools exist for 3rd grade kids? Your child sounds like he's a fairly typical boy - who probably does not like sitting still for long periods throughout the day. N* had an IEP (also with the help of her elementary school) - which allowed her alternative testing settings, longer time, use of a calculator on all tests, homework modification, etc. Look over the information from Rejected Mom regarding a 504 plan vs IEP. IEP gives the student more options and makes the school individualize the education to fit the student.</p><p></p><p>If you haven't done so already, learn what you can about Reactive Attachment Disorder(Reactive Attachment Disorder (RAD)). Kids who do not bond to their earliest primary care provider (and a child in an orphanage would have multiple care providers) learn not to trust others. If they form a bond with another adult/parent figure, they may need constant reassurance they are not being rejected or left behind. Even today, N* will ask me where I am going when I am headed toward the basement with a laundry basket on my hip.</p><p></p><p>I'm impressed that you are seeking new information in order to advocate for your child - that's truly our best defense (or offense) when dealing with doctors, therapists, schools, coaches, other parents, family and friends.</p><p></p><p>Welcome.</p></blockquote><p></p>
[QUOTE="C.J., post: 260311, member: 1987"] Jem, I was medication resistant with my difficult child. The teachers and counselor at N*'s elementary school suggested I have her tested for ADD - which I did. She did have it (non hyperactive type). Her doctor and I discussed medication. I told the school I would try medications, but N* was the one who would determine whether or not medications helped her. I was not putting N* on medications to help them. They understood and kept me apprised of how she did day to day. I was fortunate to have her in a really good elementary school in my district. Do get the disciplinary procedures for your son's school/school district. Perhaps they are posted on the district's website. Review them and become very familiar with them. When N* began to act up in high school, she was given an out of school suspension as a consequence when the district policy was an in-school suspension (my kid did NOT need to be out of school). When I brought that up to the principal, he told me they no longer had a special room for ISS. I told him if he expected my child to follow the RULES OF THE SCHOOL, then the SCHOOL had better FOLLOW ITS OWN RULES, TOO. I told him it looked like he had room in his VERY big office to have a desk brought in and placed in the corner. He also had a conference room attached to his office - so confidential issues could be discussed there if necessary. I suggested he play some very lovely classical music all day and ask her to discuss with him what she was reading. N* was never given another ISS (or OSS for that matter) again. Alternative schools exist for 3rd grade kids? Your child sounds like he's a fairly typical boy - who probably does not like sitting still for long periods throughout the day. N* had an IEP (also with the help of her elementary school) - which allowed her alternative testing settings, longer time, use of a calculator on all tests, homework modification, etc. Look over the information from Rejected Mom regarding a 504 plan vs IEP. IEP gives the student more options and makes the school individualize the education to fit the student. If you haven't done so already, learn what you can about Reactive Attachment Disorder(Reactive Attachment Disorder (RAD)). Kids who do not bond to their earliest primary care provider (and a child in an orphanage would have multiple care providers) learn not to trust others. If they form a bond with another adult/parent figure, they may need constant reassurance they are not being rejected or left behind. Even today, N* will ask me where I am going when I am headed toward the basement with a laundry basket on my hip. I'm impressed that you are seeking new information in order to advocate for your child - that's truly our best defense (or offense) when dealing with doctors, therapists, schools, coaches, other parents, family and friends. Welcome. [/QUOTE]
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