Kindergarten and the ADHD Diagnosis
Five years ago, towards the end of the school year, my son’s Kindergarten teacher said, “I think your son has ADHD. However, they will assess him more next year, when he is a little older.” Well, during the next school year, the school provided him with some accommodations and strategies to help with his learning. He was meeting grade-level expectations and even advanced for his age in reading. Then, towards the end of the first grade year, we took him to the pediatrician for the official diagnosis of ADHD, combined type, and we got the Section 504-Plan put into place. For us, it was important to get the Section 504 Plan in place before he went to second grade and a new school (same district, just a new school and team).
Second Grade
By the time he got to second grade, he was still meeting second grade curriculum and still exceeding expectations in reading. Part of his accommodations included having extra stretch and walk/water breaks, having his own “corner” in the classroom that he could utilize when he needed to, especially during test time, and having the opportunity for fidgets. The second-grade teacher tried multiple fidgets and found that they were more of a distraction to him and the other students rather than a helpful tool for him.
Third Grade
Fast forward to third grade, he had a harder time in Math, and reading was stillthird-gradebut not as advanced as in previous years. My husband and I had our annual 504 Plan Assessment meeting with his second and third-grade teachers, school counselor, principal, and his other team members.
This particular meeting was interesting since my son was now older and was starting to realize that he was “different” than the other students. In third grade, he was presented with the learning tools and strategies that had worked in previous years, but this time, he refused all of them, although in second grade, he thought these tools were great to have. He did not want to be different from the other kids and did not want any “help.” The principal suggested to the third-grade teacher to offer these tools, like Math aids for example, to the entire class for learning, and then they would have to put them away during test time.
Fourth Grade
Now, my son still has his Section 504 Plan actively in place. For the 4th-grade meeting, my son expressed a lot of anxiety to me that my husband and I were going to meet with his teacher and his team. I reassured him that we were meeting with them to make sure that he is getting the help that he needs to learn. My son even went to the principal’s office the morning of the meeting to ask him about what we were going to talk about. During this meeting, we discussed the use of sensory tools, rather than fidgets, keeping the needed stretch and walk breaks, and additional time on tests.
Standing up for Himself
Recently, he had a timed multiplication facts quiz. He told me that he felt stressed about the short amount of time that he had. He was not able to answer all of the questions, though he knew the material. I told him that he is allowed to have extra time on tests as part of his 504 Plan. He came with me to Parent-Teacher Conferences, which resulted in working out very well that he had a chance to speak with her about his concerns. He specifically asked her about the multiplication tests and the timing, and she verified that we will get extra time on the tests going forward. For the next test, he got the extra time and was able to comfortably answer all of the questions.
Another time that he allowed his unique style to shine was when he wanted to run for class rep. He came up with a speech and presented it to the class: “All kids need stretch breaks and walking breaks for exercise.”
ADHD in our Home
My husband and I have spent a lot of time trying to help him understand his ADHD diagnosis. His diagnosis brings on not only the typical challenges with having extra energy, but also having a hard time focusing. He also has OCD tendencies and certain tics, which often coincide with ADHD. We tell him that a lot of kids and adults have ADHD, and they just need to learn the strategies that work for themselves.
My son is learning how to communicate what strategies will work and new methods that he wants to try. Time management has always been a big factor for him. He tends to rush through work and chores and has a hard time staying on track during his morning routine. We use a timer for the morning routine. This allows 15 minutes to get dressed and feed our cat; there is no timer on breakfast. Then a 5-10 minute timer to brush teeth and finish in the bathroom. This method is still new to us, but we hope that it will teach him time management skills. He might even have extra time to read before school.
Embrace their Skills
If your child has ADHD, embrace their differences and strengths. It might take trial and error for what works and doesn’t. You can try to make lists, take pictures of how things are supposed to look, and make sure your child gets exercise. We also notice a big difference in his hyperactivity when we limit screen time and sugar. I hope that these suggestions help you with explaining ADHD to your child, too.
