In early October last year I had Drake evaluated by a developmental pediatrician. I had some overall concerns about Drake, and after that evaluation he was diagnosed with Sensory Processing Disorder. The doctor and I also discussed the possibility of ADHD as I felt Drake displayed some signs, as well as the fact that I and many family members on both sides have it. The doctor told me that he would give Drake an EEG, a test that would look at brain wave patterns, at another date as apparently 90% of people with ADHD display similar brain wave patterns. The results would have to be sent out and would take a few months to receive.

In early November I took Drake back to the doctor for the ADHD test. Drake wasn’t a huge fan of the gel in his hair to hold all the different patches and wires, but did well overall watching his tablet and chatting with the technician. I was given notice in January the results made it back, but it took several more weeks before I was able to get the final print out and evaluative break down from the doctor. It came as no shock to me that Drake did indeed have ADHD.

What I found the most interesting about the analysis of Drake’s ADHD however, was the fact that his ADHD didn’t resemble mine at all. In two areas Drake possessed traits that my own ADHD does not — impulsitivity and emotional outbursts. Being familiar with ADHD and its symptoms, it surprised me to see aspects of it that I simply could not relate to in some ways. It shows that even two people with the same disorder and diagnosis can present very differently.

After getting the diagnosis I informed Drake’s teacher. I have talked in the past about my love for his teacher this year, and how my first foray into public school has been so wonderful for Drake and myself because of her. When I talked to Drake’s teacher in early September Drake didn’t have a diagnosis yet, but I let her know about the concerns I had for him and asked her to keep an eye out for me on his behavior. When Drake was diagnosed with sensory processing disorder, I let her know about his various therapies. Throughout the year we communicated back and forth through email and phone calls. I told her when Drake was being tested for ADHD and then when the results came in.

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At the start of the school year we had talked about whether to inform the school about his ADHD and have a plan put in place for Drake, but both Mr. Chocolate (a public school teacher) and his teacher felt like it might not be necessary. In the classroom his teacher already knew about his issues and was managing them, coupled with the fact that Drake’s school is still only half day kindergarten so he wasn’t at school for a very long period of time. Academically his teacher said he was bright, already advanced in most areas, and was able to stay or be guided back on task, so we left it.

In March I had a parent teacher conference with Drake’s teacher. We talked a little about the social worries I had for him, as well as some of the small behavior modifications she works on with him to redirect and help him stay on task. At the end of the conference she suggested that I apply to the school for a 504 plan for him starting the following school year. When your child has different needs that the school needs to be aware of, there are plans called IEPs and 504s. This site is a great resource breaking down the differences between each, as well as what your child needs to do to qualify for these special accommodations.

As a parent you have to submit a letter to the school asking for your child to be evaluated to see if they qualify and fall under any of the specific areas that need to be addressed by the school. Once it is deemed so, you meet with the school’s child study team, teacher, etc. to put forth a plan that’s tailored to your child and their specific needs. Some of these adjustments can be as minor as making sure the child is always sitting in the front row for vision impairment needs, allowing the child to eat during class because of diabetic needs, longer test taking time with allowed breaks for attention needs and so on. The school will work with you as a parent to figure out the best placements for your child in their educational path.

Drake’s teacher felt that it would be best for some plan to be put in place for Drake so that his teachers are aware of his needs. As he grows test taking might be an issue, and allowing him extra time or time to take a short break to refocus could help  If he needs extra redirection from time to time in the classroom, these accommodations would allow for that. Mostly we want the school and anyone working with him to know that his behavior might be out of his control rather than a choice to be difficult or defiant, which his kindergarten teacher has stressed over and over she knows is not the case. It’s also helpful for the school to be aware of all the children in the grade with different needs; that way one classroom isn’t over filled with children with the same issues for more balanced classrooms. I also hope perhaps with this plan in place, his teacher might have a better say on his placement for his first grade teacher next year, knowing what a sweet and kind-hearted boy he is under some of the roughness he can present.

Mr. Chocolate and I have also opened the discussion among ourselves about possibly using medication in the future. I took ADHD medication in high school and I am a big proponent of it. I felt it helped me focus when I needed it, and in truth in my day to day to life I often feel it would help me streamline better and keep on task more often. I think both Mr Chocolate and I are open to the idea of introducing medication if needed at some point during Drake’s academic years if we feel he needs it to focus and do as well as he is doing currently. It’s probably not going to be something we will heavily consider at such a young age, especially if his school work isn’t being affected currently. My one thought is that perhaps medication might help tone down some of Drakes impulsivity that can sometimes cause him to act out in ways that I am sure isn’t always friendly, such as knocking down other children’s towers. If this becomes a larger issue in his social life it might be something to consider, but for now we are both more on the page of simply establishing a plan for his school path and taking it from there.