Optimism is the faith that leads to achievement. Nothing can be done without hope and confidence.
- Helen Keller
Parents of a Young Child Who Received Accommodations at School
“We Feel So Relieved”
Even though Sam had met earlier developmental milestones, in first and second grade he was having difficulty keeping up with his classmates. He showed difficulty learning basic math concepts; and had challenges with learning reading and writing skills, such as spelling and putting together sentences. At age 10, Sam became increasingly anxious about school and voiced his unhappiness every morning. At times he would also act out in anger and frustration in a way that had never happened before. Sam’s parents were not only worried about Sam falling behind his peers, but also by the change in his emotional state, as he was no longer the happy-go- lucky kid he used to be. They shared with Sam’s teachers what they were observing at home. Although the county schools provided initial testing and did uncover some signs of learning disability, his parents suspected he might also be struggling with attention and concentration problems which were impacting his academic performance. They sought more thorough testing outside the school system at Potomac Psychiatry, and found that the comprehensive assessment we provided confirmed their suspicions of the presence of ADHD and learning disabilities. We also recommended that Sam receive an occupational therapy assessment, followed by treatment to help him develop better motor skills that would improve his writing ability. Our recommendations were easily integrated into Sam’s individual education plan (“IEP”) developed by his school, and provided the formal documentation required by the county before they would provide Sam the extra resources he needed to succeed. (These resources are known as “accommodations”). Accommodations granted to Sam included providing extended time for tests and completing assignments, focused training on writing skills, written class instructions, and in-classroom help from a teacher’s aide. His parents expressed great relief that we could uncover and document these issues early in Sam’s school career, and that as a result he was able to receive the help he needed. And best of all, Sam’s self-esteem and behavior began to improve as he became more successful at school!
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