SCM's first grade teacher said that she could envision him at work someday in a Think Tank. He thinks "outside-the-box," so I can envision this also. His thinking outside-the-box mixed-in with less than stellar inferencing skills tends to keep parents and teachers on their toes, however.
Coexisting/comorbid neurological disorders is the norm rather than the exception. SCM did not escape this phenomenon. In that an overall treatment plan for ADHD alone produces the best results, it goes without saying that SCM's coexisting conditions intensifies the requirement for a multimodal treatment plan.
We've never been able to locate a singular professional that has in-depth expertise in SCM's various disorders or that understands how they interact to impact his school environment and ability to learn. It hasn't been from lack of trying. We've asked for referrals from many professionals: Clinical Psychologists, Special Education Directors, Pediatricians, Principals, Occupational Therapists, etc. We've asked many parents with neurological disordered children to no avail. If that person exists in this State, we haven't found him/her.
Educators are an integral part of SCM's treatment team; however, it's been our experience that you receive scant substantive information about your student unless you specifically request access to his Special Education file. Hence, this letter and accompanying information.
By clicking on the categories below, you will find specific examples and information pertaining to SCM's strengths, weaknesses, and behaviors relevant to the school environment.
With Section 504 accommodations, SCM has consistently maintained an academic A/B average across the board. While he doesn't always learn the way the majority of his classmates do, typically after he's "got it," he's "got it."
In addition to being one of his educators, you are a critical part of SCM's overall treatment and support team. Your working knowledge of his strengths and challenges directly impacts his academic success and mental health.
SCM will perform best with a calm, patient and consistent teacher who uses clear and articulate speech. One who expects a high level of achievement but also is able to recognize when SCM is floundering or overwhelmed; one who can tell the difference between the need for encouragement and the need for a short break just to regroup. One who is sensitive to protecting his privacy as well as his need to not be different from his peers. One who can distinguish survival skills from what may appear to be intentional willfulness.
While there are no "cures" for any of these disorders, SCM has had and remains involved in intensive, productive therapies. He has worked very hard and made great strides. HISD testing reflects that SCM has above average intelligence. His potential is limitless. We do not want academic expectations lowered, and we expect him to maintain his A/B grade averages.
It's my hope that the information contained in this letter does not "alarm" you -- it's highly probable that you have taught many students with multiple disabilities whether you were aware of it or not.
SCM is a resilient and remarkable child. We are extremely proud of his accomplishments. We need your help to insure that he continues to progress in all areas; your help in achieving the ultimate goal of SCM being a fully functional, independent, college educated, hard-working, tax paying citizen in the years to come.
It's my thought that this information will facilitate and expedite the "getting to know your student" phase. We are always available for consultation by telephone, email and/or meeting. Please feel free to contact me at any time, and thank-you in advance for your help.
Sincerely,
SBM (Mom) Page 1 of 10
Copyright 2003 - 2004 SBM
Updated 11-13-04
