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Failing at Normal: An ADHD Success Story | Jessica McCabe | TEDxBratislava

Plan ahead. You can arrange to speak with school officials or teachers before the school year even begins. If the year has started, plan to speak with a teacher or counselor on at least a monthly basis.Make meetings happen. Agree on a time that works for both you and your child’s teacher and stick to it. If it’s convenient, meet in your child’s classroom so you can get a sense of their physical learning environment.Create goals together. Discuss your hopes for your child’s school success. Together, write down specific and realistic goals and talk about how to help your child reach them.Listen carefully. Like you, your child’s teacher wants to see them succeed at school. Listen to what they have to say—even if it is sometimes hard to hear. Understanding your child’s challenges in school is the key to finding solutions that work.Share information. You know your child’s history, and your child’s teacher sees them every day: together you have a lot of information that can lead to better understanding of your child’s hardships. Share your observations freely, and encourage your child’s teachers to do the same.Ask the hard questions and give a complete picture. Be sure to list any medications your child takes and explain any other treatments. Share with the teacher which tactics work well—and which don’t—for your child at home. Ask if your child is having any problems in school, including on the playground. Find out if they are eligible for any special services to help with learning.

ADD is the term commonly used to describe symptoms of inattention, distractibility, and poor working memory.

ADD (attention deficit disorder) is the term commonly used to describe a neurological condition with symptoms of inattention, distractibility, and poor working memory.

Symptoms of ADD (Predominantly Inattentive Type ADHD)

Developmental disabilities occur among all racial, ethnic, and socioeconomic groups. Recent estimates in the United States show that about one in six, or about 17%, of children aged 3 through 17 years have one or more developmental disabilities, such as: ADHD, autism spectrum disorder, cerebral palsy, hearing loss, intellectual disability, learning disability, vision impairment, and other developmental delays.2

The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria.

Twice-exceptional children often find difficulty in the school environment, where organization, participation, and long-term planning play a role