UPDATE

He's fine. Took him off one of his meds myself. Doing good for the most part in school. Great teacher.

Short and sweet being I know it won't really be read.

May not do another post for a good while. Seeing as I haven't blogged in here for OVER a month, and no one missed me.

Sorry. I have a life. Laters!

The end.

Changes

On Tuesday, I had to work the Volunteer table at registration. After getting there, I registered the two kids that still will be attending (third is going to Middle School).

The School Nurse was seated in the Library and I was in the cafeteria. But this nurse was NOT the same nurse as from the previous school years. And knowing how busy she is, sometimes (due to health) she needs a sub nurse. Which is what I had thought of as I had seen the lady sitting at the desk.

Come to find out, that this woman IS the School Nurse, and is replacing the one that I have come to value as a friend, and whom my son was EXTREMELY attached to.

As I am sitting in my spot at Registration, another friend comes up, who's child is going to Second grade, and is a Title 1 Reading Aide to say hi. We haven't talked all summer. Well, then SHE to drops a bombshell. She is leaving at the end of the month to work in a Dentist's office, in the same building as her twin sister.

Needless to say, telling B was no picnic. And he wasn't all too happy. But also, where the School Nurse is concerned, I can ALREADY see it coming. That is, unless his Homeroom Teacher (and my oldest's former teacher, and she also taught my husband in third grade, many moons ago) catches on to the tricks first and thwarts his idea.

B can be highly manipulative. And if you don't know his subtle ways, his mannerisms and his voice changes, he can EASILY pull a fast one on you. And it usually happens when he doesn't want to do something, trying to get out of classwork or a test or is in an environment he doesn't care to be in at the moment.

The former school's nurse knew ALL of his tricks. She knew when she needed to call me. She knew when she just needed to shoo him off back to class. She even knew when he HONESTLY did not get his Vyvanse that particular morning, and instead of calling, knowing B NEVER, EVER lies about it, just would give him his pill and then send him on his merry little way.

This year, I can see A LOT of phone calls from the nurse in my future. Then again, knowing the teacher, she will be able to catch him in his little cat/mouse game and thwart his ruse. Because she is just that covered and smothered in Awesome Sauce!.. I at least hope.

Schoolward Bound. Fifth Grade, Here He Comes!!

This past week we are about to leave, and the one that is coming upon us has been and will be fairly busy. It's back to school time. And I think that ALL of us are ready. For the most part, anyways.

This week was filled with filling out paperwork, taking in paperwork to be filled out by Medical Professionals, a doctor appointment and school supply shopping.

Geez! Just thinking of what I just listed, I'm tired all over again! *hehe* (=

This coming week, it's REGISTRATION time! And this means now, TWO different schools for three different kids. My oldest is moving on to Middle School.

B is in fifth grade this year. And thankfully, I was able to place him in with my oldest's former homeroom teacher, who is the ONLY one of the three in their grade to be Special Education certified.

It also helps that she taught my HUSBAND when he was a kid at another school, for the third grade. And she started LAST school year to acclimate him by saying good morning to him, giving him his "morning hug" (their classrooms were next to one another at the time between the two grades). And she already has gotten an idea of what his needs will be with classroom placement and what will possibly work best to get the best ability out of his potential.

She runs a pretty tight ship. You do as expected, she is your BFF. You decide to make her life hell and not do as instructed, then your ass is grass. And he needs that kind of firm structure. And she is already on to his manipulations. BONUS!

Do I worry? Yep! But not as much as I have with the teachers of the past in regards to B. This lady is one of the best in her field. And one of the most patient and kind. But also one of the most strict and not able to be bamboozled, too.

I'll more so worry NEXT year, then I will THIS year. Because there is a VERY good chance that B and his older sister will NOT be in the same Middle School, being she was accepted in to a school across town that takes those that are highly advanced/gifted. If she is able to remain there next school year (2012-2013), then he will be in our Zone School for Middle School all on his own.

Yes, he too is advanced in most areas of study. But he doesn't have the work ethic and focus for a Gifted Program. Thanks to his emotional instability, lack of maturity, and his severe ADHD it takes him out of the running for advancement such as what his sister is in. And it hurts me. But at the same time, I can safely say that a setting such as that is clearly not for him.

Should I compare? No. But it is extremely hard to NOT see the difference versus the similarities.

You sometimes, I feel, HAVE TO compare the "odd one out" to the others because it forces you to see just how different the one with the problems truly is from most of society. It makes you step back and think a little more and be more compassionate, understanding and willing to have more patience. Not just with YOUR child with Silent Disabilities, but other children (and adults) with the same afflictions as well.

So, here is to (hopefully) smooth sailing for this school year. In just over a week, and then all three are off on another school-year adventure of learning and fun. But this year, it will be minus their big sister. And I think they will do just fine.

Inclusion...As it should be.

My child has mental health issues. They do NOT have him, though. He may have his quirks and his ways of viewing the world around him. But when you get down to the brass tacks of it all, he is just your average, ordinary, everyday kid who loves, loves to be loved, plays hard and loves to play with others (most of the time).

Also, we got his SOL (Standards of Learning) scores back from taking them for Reading and Math. He placed Advanced in both. One of them (Reading) was a 2 hour to 2 1/2 hour test. He was able to go to another area to take his test and have as much time as he needed. He felt less stressed and anxiety-ridden, and felt more at ease at knowing that he could just take HIS time and not feel any pressure.

We are now officially out of school for the Summer. But we are getting B in to the Day Treatment Camp. And I already have his new Homeroom teacher lined up for next year. She is the ONLY one of the three in the 5th Grade Unit Special Ed. certified and is already acclimating him to be with her. In fact she started it MONTHS ago, seeing as they are only three doors down from one another. I love H's (now former) teacher!

     (My niece who is going to be a Senior in HS and B at the family reunion)

     (Five...yes, F-I-V-E generations of my husband's late Grandfather's side of the family. 7 kids, 16 grands and 32 great-grands, and 1 great-great grand. NOT all pictured here, but includes spouses/significant others, with my son in very front in red shirt and blue shorts.)

                (B in the school's Field Day race this past Thursday.)

SOL Testing & My Kid (PYHO)

I've decided to do this as a POUR YOUR HEART OUT post, seeing as indeed, I'm writing in regards to something that I have kept bottled up inside since last Friday.

Now, the main rule with this hop/carnival/meme is the "golden rule" of life. If you can't say something nice (or constructive, even if you disagree), then refrain from saying anything at all. Why? Because this may be the ONLY time/place that we that participate in PYHO CAN say what we feel about something that is going on in our lives or are on our hearts/minds.

With that said, if you want to participate too, just click on the PYHO button below, grab the link-up and go for it.



Thanks to a friend over on Twitter, Tough Cookie Mommy, who also has a blog here on Blogger of the same title, I have today's post.

She is a teacher, and I am just a parent. But our kids, two states different are having major testing this week. I think her's have more state-based types of testing, due to the name of what it is.

But my two oldest who are in fourth and fifth grades respectively, as well as the third graders, are having SOL testing this week.

What IS an "SOL", you ask? It stands for Standards of Learning. It is a Federally-based/mandated test that the children take one time during the year (near the end of the school year).

Some (3rd and 5th) take all five subjects (math, reading, soc. studies, science and writing aptitude). The 4th graders take only two subjects (math and reading). Plus the kids take SOLs again in High School, also. And in Senior year, if you fail just ONE subject, they will NOT let you graduate High School with your class.

The higher the overall scores for SOLs that the kids bring in, combined, the more money that they get, as well as more close to complete Accreditation. And their intake of funds depends all on those Accreditation percentages.

Now, what's MY beef with this, you ask? Let's start off with the yearly phone call (message board-generated, mind you). It never fails. The weekend before testing week for SOLs and PALS (lower grades) testing, THE call comes in.

"Get a good night's sleep", "eat a good, filling breakfast", "tell them to do their best" and all the other crap.

Now, note that this is the ONLY time of year that this type of call comes out to us parents. And to me, that's pretty pathetic. Why? Because it *seems* that this is the ONLY time of the year that the school TRULY cares (somewhat) about how these kids do, education-wise. But (to ME) it's more about "raking in" the money. Remember, the better the overall percentage of Accreditation scores, and individual scoring (up to 600), the more money from the Government the school receives.

Last night, I asked Bryce if they had let him go to another teacher's room (the Title 1 class), where there would be basically no one but him and said teacher, as to take his portions of the test this week (he did the first of the two already). YEP! He did. And he will again today, as well.

Now, tell me why they would let my child go to another area (be it the classroom, library, office, or wherever) to take his tests for SOL, but they ignore his (and my) request to do this for him during the OTHER TIMES of the school year?

Funny. That has (all along) been one of the (very) few accommodation requests that BOTH (he as the student with special needs, and I as the parent) of us have asked a number of times for during the last few school years. In writing AND in person.

Right now, the school's finances and their reputation are on the line within the eyes of the Federal Government. But they need to WAKE UP and realize, too that their reps are ALWAYS on the line with the general public at large AND with the parents of the students that they serve.

While it's no longer surprising that this happens to Bryce EVERY single school year, it certainly does piss me off. Because it blatantly shows (in my eyes) that they care (obviously) more about the money than the children and THEIR potential and ability.

ADA and it's historical Significance

ADA, also commonly known as Americans with Disabilities Act, which is now integrating more and more Disabilities over the last couple of decades is an often misunderstood Federal Law. There seem to be more assumptions made, than having facts spoken of.

To get a better view about the ADA, please watch this video that is just a few minutes long.



Sadly, for those individulas who like my son, have what are called "invisible" or "silent" disabilities, getting the ADA to work for them is a chore, to say the least.

The less a person LOOKS disabled, the less likely that the ADA will benefit them. At least this is MY personal experience in regards to trying to have the ADA work in Bryce's favor. I'm still fighting to get simple accommodations at school. Not to mention, he is LEGALLY obliged to receive the 504 Plan. But again, the school is fighting me on that with mundane excuses.

Here's some facts about Invisible/Silent Disabilities.



We as individuals with invisible/silent disabilities and/or those as their caregivers need to get louder than we have been. We need to start shouting from the rooftops. Especially where CHILDREN are concerned. They are the most overlooked individuals.

Why? The simple answer is that because they are KIDS. Kids are stereotyped as being too young and should be able to have things "bounce off them" as if they were rubber balls. Basically, they are too young to be so inactive. Or too young to have "such things" (such as diabetes, which in its self can be QUITE debilitating).

Some children (and adults) don't "look" sick on the outside, but are debilitated on the inside. They may keep medical equipment within their vehicles, out of plan sight (which was the case with me as a small child), in case of an emergent situation.

For twenty years, the Americans with Disabilities Act (ADA) has fought long and hard for those that are VISUALLY (as in seen as they are physically disabled) disabled. Just within the past decade, that I MYSELF know of, have the silently disabled been justified with being included in the fight for Federal Law to also encompass their needs of inclusion and legal fairness to be seen and heard as having REAL disabilities and to be afforded the same rights and Due Processes as their visibly impaired counterparts.

I hope that this post has served it's purpose as being a learning tool, a historical piece, and a means to get more people involved in the movement to bring to light that those with silent/invisible disabilities can and ARE productive individuals within their communities and that they should be able to obtain the same rights and inclusions as those that are blind, deaf, physically and/or mentally challenged.

Mama's Coming Out With Guns A' Blazin'!

That's it! I'm done. I can no longer keep up the facade and make it like I will just "go with the flow". For the last (almost) four (school) years, I have done everything in my power to ensure that Bryce gets SOMETHING. A 504, an IEP, or just a few SIMPLE accommodations.

LEGALLY, by state and by FEDERAL law, he is ENTITLED to services. He falls well within the IDEA provisions to receive services for his disabilities.

The Case Managers that my son has had over the last several years have all written the schools (two different ones) letters of explanations of each disorder, what medications he is on, and what serves are HIGHLY recommended to utilize to let Bryce have the best possible educational outcome.

No matter what though, these people have trampled over the laws, me, the doctor, the Case Manger, and worse yet, my child.

Well, to that, I say...

NO MORE!

For far too long, the school system has bucked the Medical System. Now, I'm done playing around and having lies told right in front of my face when I forge ahead to get services during Child Study Meetings.

Now, I am looking in to pulling in a Disability Rights Advocate. Their office is located in Richmond, Virginia. This is the last step before seeking a Disabilities Rights ATTORNEY and fighting the Schools (Administration, down to the school its self) in court.

I'm not only going this far for MY child. But I feel that I am representing HUNDREDS of families in my state by fighting back and saying "no more!". The Psychiatrist once told me that when I write to Congressmen (which I have several times), I am not only representing myself and my child, but representing up to 1,000 parents and children in the same boat as us. It's apparently a statistical fact.

So when I begin the uphill battle (yet another) to obtain what is RIGHTFULLY and also JUSTLY my child's to obtain, I am not only going to be fighting for him and my family, I will be willingly taking on the challenge to make a difference for hundreds or thousands of families in just my area alone.

I Ripped In To The (Substitute) School Nurse.

I honestly didn't mean to. And it was out of anger more than anything, as well as being tired of the "same shit, different day" call.

Yes, it IS true that Bryce did NOT have his Vyvanse this morning. And no, the school has no more of his "back up" pills on stand by. Yes, his not getting his ADHD med this morning was/is MY fault (and his dad's) because we accidentally left it in the glove compartment after taking it with us on an outing yesterday morning.

After speaking both with the (sub) school nurse and with Bryce himself as to what was going on with his "screaming and yelling fit" (which he claims he was NOT acting out), I honestly cannot say at this point who is telling me the truth between him and his teacher.

Why yes I did say that his teacher MAY be *lying*. Because if my son has ANY type of fit (be it mild or otherwise), they call me and AUTOMATICALLY assume that Bryce didn't have his ADHD medicine and will proceed to ask if indeed he did have it or not. In which case, he IS medicated (at home) about 98% of the time.

Also note, that I have told them time and time again, like a damned broken ass record, that it is *NOT* the Vyvanse that controls his mood swings. The Seroquel is used for that issue. And even then, it will not 100% curb them.

Plus add in the fact (and yes it IS indeed listed on his paperwork in the school files, as are ALL of his mental health problems/issues) that he has Sensory Processing issues. And guess what? THAT may very well be the ACTUAL culprit at hand as to why he *supposedly* acted out and had a meltdown.

The Master Gardners Association is at the school this morning and apparently there is A LOT of people in the cafeteria for this, with A LOT of different noises, sights and voices all going at one time. That amounts to WAY TOO MUCH for Bryce to take in all at one time.

No medication will help that! NOTHING. That is a sensory issue with the brain that NO drug will "help". I'm sick of my kids' school thinking that ANY "mental health medication" will be the CURE ALL as to help the teachers and school staff to "handle" these kids. The damn pills are NOT the complete answer, nor is it the ONLY way to "help" these kids meet their FULLEST potential.

WORKING WITH THEM, be it one-on-one or in groups within the classrooms, ALONG WITH the "aid" of the medications is the "cure all" to helping children with various mentally incapacitating disorders/disabilities. Not just to "drug them up" as to SHUT THEM UP.

If I could I would at least pull Bryce out of the Public Schools system and either place him in a Private School setting or even better yet, Home School. But I refuse to Home School for various reasons. One is the patience factor and the point that at some point, I would not have the knowledge to keep going with teaching.

This school has known of ALL of his problems since day one. And legally he DOES meet the requirements for Specialized Services. But their excuses of not complying with the law is that his Academic scores, which meet or even exceed standards for his grade level do not "permit" him to have even simple Requests for Adjustments met. Like isolation for test-taking or even having the help of Day Treatment for times like what *supposedly* happened today.

Now, I am even closer to, if not actually ready to contact the offices of the Disability Rights Advocacy Group in Richmond, Virginia. My son and I have been bullied and passed up long enough.

My hopes for my child(ren) in 2011.

Here is what I hope for my son with the start of the new year...

1) That he can FINALLY receive much needed Services that are SUPPOSED TO BE given to him per request in school (504 Plan, IEP, Day Treatment Services, a couple accommodations..ANYTHING).

2) That the stability keeps up with what meds and doses of said medications he is on now. So far, this chick has NO room to complain, in comparison to about a year and a half ago.

3) That he makes even bigger strides in his interpersonal relationships with his friends and family members.

4) That as a family, we keep getting stronger and on the bad days, can work together better to get past each bump in the proverbial road that comes our way.

5) I hope that all three of my children grow even more tight than they are now. They are close, but they are starting to stray, thanks to age. So I can only hope the bond deepens as they get older.

6) That all three of my kids live life to its fullest with grace, dignity, love, respect, tolerance and peace. I can only hope that my teachings and advocacy have thus far done their jobs in helping me to raise the future.

ADHD...

The following is a copy of a post I had done a while back over on my main blog, 'The (Not Always) Happy Homemaker Diary'.

And the title of the post was just what it is here, "ADHD". This I hope will give you a first-hand, real life glimpse in to what my son's life is like on a DAILY basis...


As a mother, it is hard to watch your child struggle. What are ordinary, everyday tasks and expectations to us, is a ball of confusion and frustration for our kids.

Sitting still. Focusing. Being organized. Paying attention to the instructor. Following multiple directions at a rapid pace.

Sounds like a lot, and even a bit confusing to you? I'm sure that it does. But to my son, and to millions of other children in the United States alone, it is a hardship for them every single day to keep up with those tasks while in the classroom, and even at home.

Constantly, I have to remind my hyper, active, not-very-attentive son to complete this task first, so he can move on to the next. Then, after that, I have to remind him to let me check his work against his Agenda, to ensure that he completed the assignments. Then, and only then, may he have his computer or his TV time.

The same goes for his household chores. And the teachers have to stay on top of Bryce as well, being he can fall off of the track pretty quick, and pretty often.

Case in point.. Bryce was found to be sitting in the hall, by his Science and Social Studies Teacher's room. Apparently, he was disrupting the class and "poking at" one girl constantly. After being told to finally move himself to an area where he could be alone, he started to bawl and be belligerent. So, the teacher sent him to the hall.

Then, at snack time, when the Mixed Berries were passed out, he couldn't have any, being that the kitchen never made him a separate bowl without the Blackberries, being he is allergic to them. He went buck wild, pitching a fit, not concentrating on the teacher's explanation, and saying he was being abused because she was "starving" him.

It's not ALL stemming from his ADHD. The lashing out is from another disorder he is inflicted with. But the "poking" of the child, his fidgeting, his lack of concentration, and organization skills, as well as his hyperness, even in his talking to others is a part of the ADHD that he has. Bryce has the more severe form of the disorder.

And yes, he is on medication therapy for it. He takes Vyvanse in the morning, before school. His Intuniv is taken before bedtime. It also serves as a sleep aide, being that his brain stays in "overdrive". The Intuniv relaxes the centers in the brain to control his sleep pattern. And it helps him focus on going to sleep, along with his bedtime routine rituals.

One thing that I have noted the last few years, as the parent of an ADHD child that is medicated, is that most (not all, mind you) teachers think that the medication is the "magic cure-all" for the ADHD while the child is in their classroom. That cannot be further from the truth.

While the medications DO help the child stay focused, attentive, and with less likelihood to blurt out or talk out of turn (or even go way off the topic at hand), the medicines can only control those points to a certain extent.

The remainder of the ADHD child's success relies upon both the child's willingness to gain SELF-control and SELF-discipline, as well as the teacher's willingness to work with the child to achieve those same goals that ADHD students need to be successful students.

This may mean giving the ADHD child a separate desk area, where fellow students will not be a distraction. Or even asking the child if the student is understanding and able to follow the lesson. The teacher can't be "all mouth". They must be about action as well. This means walking around, using hand gestures. Anything to keep the ADHD child engaged in the lesson.

On average, the typical ADHD child can give you no more than fifteen minutes of their attention. For the ones with severe ADHD, you are lucky, and I mean LUCKY, to get ten minutes of their attention, being most severe cases have an attention span of only five minutes.

Too many teachers rely on medication therapy. And anti-medicating advocates talk about us parents? MOST of us parents tried EVERYTHING else under the sun for our children BEFORE going the "pill route".

Our child's first line of defense of course, are the parents. Then, the doctors and therapeutic team. Teachers though, as well as the other school staff round out the team for these kids. We ALL have to work together to help these children with ADHD be successful . Within the classroom setting, as well as out in the community and within the world.

So, remember that while ADHD medications DO help, it's far from being the "cure-all" route of having a successful child. One-on-one working with your child (or student, if that is the case), providing the appropriate tools for success, and helping them to build their SELF-esteem and SELF-control are the REAL keys for having an ADHD child that is well-rounded, adjusted, organized and an overall good student in the classroom and beyond.