Why I Do Not Think a Five Year Old Should be Labeled ADD
by Rachel Thomas
Our daughter is seven years older than our son and she started out in public school and excelled pretty much all the way through school. She is a very controlled, structured person and not very social because of it. She found that about grade five things were changing, the boys thought the girls had cooties and no longer wanted to play with her,and the girls just wanted to talk about boys and clothes; something she had no desire to do. So she sort of just pulled herself out of the social scene and generally had one friend at a time.
Our son on the other hand was extremely social and because he was customarily around women (his sister, grandmother, and mom) he knew how to treat the girls from the get go. He had a hard time sitting and staying on task and from the time he was in Kindergarten the teacher were telling me they thought he was ADD. Being the parent of only two children, one which was extremely controlled and calm, I had a hard time accepting this. He was a happy, funny, outgoing five year old who made friends easily. He was not a behavioral problem; he just could not sit in one place for too long.
My solution was to put him back in Kindergarten again to see if he would mature enough to be able to sit still but it did not seem to help. Plus the fact that he was in a private school with an accelerated curriculum did not help. The teachers told me he could not keep up and because they were a private school they did not have any programs or after school hours to give him extra help, which frankly puzzled me. I know there is a lot more to it than I am aware of but you would think that if you were paying for a school there would be extra help.
Anyway, I struggled with what to do about the situation. I was determined to get to the bottom of this myself and not just rely on the opinions of the teachers. I, like all parents, loved my son dearly and upon their suggestion of putting him in public school because they have programs and funding for needs such as his I plotted out a course of action. Since we did not have a ton of money I talked to as many learned people as I could and found out ways I could get help. I found that our local university had a program with professors and students studying learning disabilities. I wanted to be sure what we were dealing with so I decided to take him in for testing. It was such a good experience; everyone was so helpful and kind. They tested his eyesight, his hearing, and checked for any learning disabilities; he was six at the time. They told me he did not have any learning disabilities and was brighter than average in many areas.
Next I took him to see a psychologist to check him for ADD/ADHD. He put him through a series of tests and gave us papers with questions for Mom and Dad and teachers to answer about his behavior and abilities. He came out borderline ADD. I decided not to put him on the medications at the time. He stayed in private school through first grade and part of second when I realized he needed much more. In our area we can put our children in any school in the district with permission from the principal if they are not overcrowded or the student does not have behavior problems. We studied the schools in the area and found the one we thought would be best.
They certainly did make way more provisions for him at the public school. They gave him a quiet place to do his work away from the other students when necessary and gave him more time as well if he needed it. The teachers were more than willing to work with us to help. Again, they were sure he had ADD, something I am not sure of to this day but I can see how they would come to this conclusion. I knew how my son worked, how if he did not want to do something he would not do it, and if that comes under the title of ADD then I guess he is. I would be more likely to put it under the title of pig headed and stubborn but what do I know?
The second grade teacher made sure that he was directed to the best third grade teacher. At least she made a recommendation which the principal accepted. The third grade teacher was a jewel, very strict but very loving, which is something my son needed very much! I was actively talking to the teachers all the time and keeping up with what was going on. I wanted to let them know how very important my son was to me. I believe this is so important when it comes to our children and especially so when they are having trouble in school. She told me that she did not want my son to be pigeon holed into special programs and labeled for years to come. They had been sending him to reading specialists and giving him other tests to try and get him into the right special help groups. This third grade teacher knew he was bright, just like I did, and she also knew he was determined not to show it.
They called me into talk about our son and I listened. They wanted to put him in speech therapy for a slight lisp which was fine with me; that could not hurt. And then they told me they wanted him to go to a special reading class during school everyday, which I was assured was not a special education class. I was thrilled with that as well. When any topic came up on special education classes I told them I was not interested and then I brought in my paperwork from the university studies that were done on my son to show them he did not have learning disabilities. That stopped the conversation post haste and because I had his teacher’s support as well they dropped it. That year his grades came up one to two letters in each subject and his reading improved immensely. The extra help in putting him in quiet corners or going to the library in a cubicle to do his testing really helped. The extra reading help and the encouragement from a strong yet loving teacher was another great advantage for my son.
I am not saying that no child anywhere needs ADD medicine; I just do not think it is the end all and be all of answers for every child that can not sit still and does not want to do their work. I would be thrilled if someday they had a different class for boys than they do for girls or one for active kids versus the ones that can sit and be still because all of us learn differently and at different rates of speed.
What I am trying to say is that as parents we should do all that we can to ensure our children are put in the right programs and taught in the most effective way. If we do not get deeply involved they will get lost in the system. I know that we can not all afford expensive testing for our children on our own but I do know that if you do just a little research you can find free testing like I did at the local university. I did use insurance for the psychologist but I am sure there are ways to get a child tested outside of the school system so that you will have all the information to present to those special needs committees that you may be called in front of regarding your child.
Meeting with their teachers and being a participant in their education costs you nothing but time but lets the teachers know how much you care and that you have a desire to help and not let your child get lost in the system. Sometimes this will require a change of schools or it may require home schooling in parts of the country where there are no other options. But as for me my child is worth all the extra work and investigation into alternatives. He is now a young adult and has successfully gotten through high school and has even thanked me for getting him extra help with reading because he is a beautiful reader and feels sorry for those kids who are struggling. But at the same time he gets a bit miffed at me because he graduated at age nineteen because of his two year stint in Kindergarten. He asked me, “What did I do wrong? Put the wrong peg in the wrong hole?” And then he grins and it makes everything all worth while.
**Rachel is an ex-babysitting pro as well as a professional writer and blogger. She is a graduate from Iowa State University and currently writes for babysitting.net. She welcomes questions/comments which can be sent to firstname.lastname@example.org.