Question about student?

Question

He is in 3rd grade-moves, squirms around alot, seems unorganized, has messy handwriting-has problems with motor activities. He is also REALLY slow like in everything-it takes a lot of time to process and he needs multiple repitions. im firstly curious if those two problems have something in common and if theres anything i can do to help him. his mom does not want him tested by the OT so I cant ask her to observe him

Answer 1

Maybe you could talk to the mother and explain to her about what the benefits to her son would be. OK I get that she doesn't want him to be tested as he may be labelled, or doesn't want him to end up in special ed, or she may be just plain scared of not knowing what's going to happen.

Thing is that the longer it is left the worse the child will get. for the learning and stuff you could get another child in the class to assist him, this may help him in that a child will explain things at a level that he may understand better. It may also help the other child by giving them a sense of purpose or rainsing their self esteem etc

Answer 2

First off, I'd check and see if there is a difference between observation and testing.  I think there is.  A librarian can bring concerns such as yours to the attention of anyone who has contact with students.  So, it seems likely that you can too!

I understand a mother's reluctance to have her child tested and possibly labeled for the remainder of his school years.  It would be helpful for the child's sake if she would have him independently tested, and also checked for hearing and vision.

Answer 3

is there another gaurdian u can convince to let him get tested, or ask if he can just try a day or two in special ed to see if it helps or he's happier there

Answer 4

Although your OT can't test him, they can give you some suggestions, along with your special education staff, for helping him attend better in your classroom. It sounds like you are already accommodating him by repeating directions. You are also probably allowing him extra time to answer questions and do work. I would keep careful documentation of how many times you need to stop by his desk to redirect him back to the task, how many times you need to repeat directions, etc.

Do you have a Problem Solving Team (or another name) to assist teachers? They can assist in documenting time-on-task behavior and even compare him to a peer to see if there really is a problem. He may be doing fine academically right now, but as academic demands increase, particularly in 5th and 6th grade, he may begin really struggling, unless there are accommodations in place to help him.

Answer 5

How about all those in-services you've attended on ADHD?  Didn't pay attention did you?  These are the kids that in a few years end up dropping out.  They need friendly reminders, the red/green cards, they need to be at the front of the class, etc.  This  kids parents already know he is having problems, you probably send home letter constantly and tell him daily.  How about you do your job.  He will only have 1 3rd grade teacher, you.  I don't get to decide what I want to do or not do at work.  You shouldn't either.

Answer 6

You can provide modifications to any student whether they are in special education or not.  Do what you need to.

Answer 7

that does sound like anOT(sensory integration) issue-don't know if theer is much you can do without the parents permision-even just genral suggestions such as a sensory cushion, pencil grip may not be doable without permission-

-you could add more visual aids (picture/written directions) for the whole class

if you do anything to single out the child such as the cushion-it mayupset the parent-you can consider supplying the whole class with pencil grips

Answer 8

Based on the information you provided, I wonder whether this child is a slow learner in general, rather than being a child who has problems in one or two areas.  You describe him as being very slow to process in all areas.  But if his mother does not want an evaluation, all you can to is teach him to the best of your ability and make sure that he gets whatever additional help he is eligible for.

Answer 9

It also sounds like a lot of ADHD kids I've worked with.  Try seating him away from other noisy or active kids, but be certain not to ostracize him.  Check on him/his work frequently.  Sometimes all it takes is a light touch on the shoulder and a "how's it going?" to help these students focus.  Also, try giving him fewer problems to complete at a time, or, if you're concerned that the other students might notice this, assign him the same number, but check his work after he completes every 3-5 problems and giving immediate feedback.  Use lots of positive, specific praise for good behavior and for work done well.  If there's a task that requires movement, let him do it as often as possible - passing out papers, taking a note, etc.  I don't know if you do any think/pair/share activities, but I found many times that pairing a student with difficulties such as you've described with a student who is quiet (although, not the quietest, most studious child, as they may get frustrated with the other student's activity level) and who is a pretty good worker when you do.  Make sure you guide them in working together so that one doesn't do all the work.  This might allow them to each do more of what they do best.

Answer 10

Do you have a school or district psychologist that can assess?  It sounds like this kid needs an IEP or 504.