Saving Your Child From The Label (ADD, or ADHD) by Katherine Taylor Wanamaker

(This information was prepared for folks living in Florida, but you can contact the appropriate organization for your own state as necessary.)

INTRODUCTION

Approximately four years ago, while my son was good and labeled, many inappropriate and unjust things were done to him. Some of these things were actually done to and against his person. Some were done to cover up the inadequacies of the school personnel because they failed to follow the letter of the law. This is when I began asking valid and long overdue questions.

Why did these powerful people feel he needed Ritalin, a drug, to fit into their norm. Is my son still in this Emotionally Handicapped (E.H.) class because I refused to have him drugged, or is there possibly money involved here? Why does he seem to be fine and "normal" at home, in clubs and in the neighborhood? Why doesn't any of our extended family see anything wrong with him'? I guess our entire family is strange and different! Oh, what a revelation!' How could any of the general population dare to be different!! I was ecstatic to realize that my son would never fit into their robotic mold. I was then sorry to see they hadn't any time in this busy world for a child who needed a different approach to learning; for short term or long term. Maybe that's just too much trouble these days. That's the day when a scared ignorant mother became her son's researcher and "defense attorney."

These are our children, but the school system , in cooperation with psychiatry and psychology, is authorized to:

a) collect our taxes
b) receive extra funding money for each child labeled.
c) authorize the need for administering dangerous drugs.
d) teach our children

Now, if in fact you are struggling with the decision to sign your child up for labeling, please take a moment to read PHASE I. If, like me, you and your child are already labeled, PHASE 11 is for you....

PHASE I

ESCAPE THE LABEL

Your first involvement must be to notify your child's teacher when you suspect any behavioral differences due to changes in the family scene. Follow this up with a letter reemphasizing the points of the meeting and your expectations of your child and of the teacher. Send a copy to the Principal and the Superintendent of your school system.

There are still plenty of teachers who are not experienced or qualified enough to deal with a child needing a little extra help and attention. This same teacher, however, is apparently qualified enough to be the deciding factor in recommending your child needs to be diagnosed for "SPECIAL HELP". If this happens, you will be summoned to a meeting attended by the teacher and any number of school personnel they deem necessary to validate their suspicions.

Remember, you are your child's defense attorney! You can submit a private psychologist or psychiatrist evaluation on your child if affordable and if the evaluation is complimentary. I do not recommend this because very rarely will it be complimentary. Any given professional would have to be familiar with your child for a number of years, not hours or days. FAMILIARITY is the key word. Just who is familiar with your child? Your extended family, friends, neighbors, church organizations, and clubs to name a few. Have these people write a letter on behalf of your child. Put the letters in the form of an affidavit if possible. Have them notarized if applicable. Make an appointment to visit your child's classroom while school is in progress. Take notes of your child's behavior in comparison to the other children.

At the initial Referral meeting bring along your signed letters, your notes, your questions and last but not least, a tape recorder. Before the meeting begins, turn on your tape recorder and ask their permission to tape the meeting. It is the law that you can do this, they cannot refuse.

You will be presented with findings, possible test scores and personal evaluations OF THE TEACHER on social and academic behavior. You will be informed that the next step is a formal evaluation. Your child would then be tested academically and psychologically. Now before this meeting goes any further you must remember the word FAMILIARITY. Just how familiar are these people with your child. Now submit your signed papers, ask your questions, disagree when you feel strongly against it and most of all, look and listen. You see, they are also evaluating you and your beliefs to compare your child's behavior with.

Do not sign any papers except for the one that states you were in fact at this meeting. Ask for copies of all the information including test score screenings. Tell them as you leave the meeting that you will review all pertinent information at your leisure and with whom you deem necessary. Do not sign anything consenting to the evaluation of your child. If you decide to sign your child up for the evaluation hoping it will disprove their ' r suspicions, you probably have made a mistake. Once they get their hands on him or her, it will be harder to disagree and say NO.

Let's say you did sign the consent form. Maybe you have doubts about your child or yourself. You might feel as though the opinions of the professionals can erase Your doubts. This is where you must stand firm. We all have doubts - nothing is written in stone. Remember, no decision by the school can be made until the evaluation is completed.

The evaluation is under way, including a variety of tests or assessments given by teachers, psychologists, social workers, therapists etc. etc. Once they finish the battery of tests they are sure to find something abnormal about Your child. They will present their factual opinions to you at the Evaluation meeting along with the necessary label needed to gain extra funding. At this point your child is as good as labeled.

Another meeting will then be set up to formalize your child's eligibility for E.S.E. ('Exceptional Student Education). This meeting is called the Staffing. This meeting would decide if your child is to be placed in a special class or possibly on a drug to calm him or her down. Oddly enough, the school does not have to invite the parents to the Staffing.

After the Staffing the school will send you a notice of the results regarding their decisions. They will suggest a "proper label" and program. They will insist it is in the best interest of your child because they know best. Guess what - the school still cannot put your child in E.S.E., or on drugs until you agree and sign your consent. If you've gotten this far - DO NOT SIGN IT. Do you not know your child best? Doesn't your child deserve the benefit of the doubt, at least from you? Offer your own suggestions, plans, help in lieu of a label. There must be and in fact are other ways of helping the other person, big or small, when a cry for help is heard. Believe me, if you do sign your consent you will have to fight tooth and nail to prove your child needs OUT' In this program a child is presumed guilty of a handicap. You, the parent, are the only one left to plead and prove his or her innocence!!!

Please continue . . .

PHASE I I

THIS IS CRITICAL

I ended Phase I with the Staffing meeting. Let us begin there.

The Staffing meeting will have left you with a signed consent form, a copy of your Due Process Rights, and a recommendation by the group from the "round table" of your child's special classification needs under E.S.E.

1. E.H. (Emotionally Handicapped)
2. L.D. (Learning Disabled)
3. E.M.R. (Educably Mentally Retarded)
4. A.D.D. ( Attention-Deficit Disorder)
5. A.D.H.D. ( Attention-Deficit Hyperactivity Disorder)
6. M.B.D. (Minimal Brain Dysfunction)
7. I.D. (Impulse Disorder)
S. Add your own

Following the Staffing always comes the I.E.P. (Individualized Education Plan), otherwise your child cannot start the special classes. A parent is always formally invited to this meeting because the authorities deem its time to include you in the decisions they're making for your child. This meeting designs the format of the who, what, where and whens of your child's alleged handicap.

This I.E.P. format must be reviewed and revised at least once a year under the Florida Statute 94-142, called an I.E.P. review meeting. You can ask for the meeting as often as you like. DO IT OFTEN. This is your chance to recommend new testings, a new teacher, new ways of helping your child. Possibly, the new way could be partial or total mainstreaming. This is their famous way of saying your child could resume normal classes. Your child has the right to the LEAST RESTRICTIVE ENVIRONMENT, Florida Statute 230.23(4)(m)5.

Always have your notes ready, pertinent questions and your trusty tape recorder. Remember that no changes may be made until you and the school agree and the I.E.P. is rewritten.

The next step would be re-evaluation. It is handled much the same way as the initial evaluation that started this process. The re-evaluation must be done every three years no matter what, but can be done more often if there is a good reason. A good enough reason for a parent to request this meeting might be you simply want him/her out. Of course you must have specific reasons, proof; such as letters of recommendation from family, friends and neighbors. But before that you must have done the following:

1. Made an appointment to review and get copies of your child's entire cumulative record. Request deletions and/or insert your own statements.
2. Visit you child's class and take notes of your observations.
3. Review all testing and psychological evaluations PERSONALLY.
4. Send a letter with your request and all appropriate information to these:

a.) Director of E.S.E.
b.) Superintendent of the School Board
c.) Principal

a.) Send a formal complaint to the U.S. Department of Education/Office for Civil Rights
b.) Send a copy to the Florida Dept. of Education/Commissioner
c.) Send a copy to the Office of the President of the United States
d.) Send a copy to CCHR
e.) Send a copy to NCCE
f.) Send a copy to the Superintendent
g.) Send a copy to your local education reporter.

HOWEVER . . .

Then do it if necessary! I have - I will continue to - I will never sign my consent again.

WON'T YOU JOIN ME?

FOR HELP WRITE TO:

1. U.S Department of Education - Region IV, PO Box 1705, Atlanta, GA 30301 / Office For Civil Rights
2. Florida Department of Education - Commissioner - The Capitol - Tallahassee, FL 32399
3. The White House - First Lady - Washington, D.C. 20500
4. Citizens Commission on Human Rights
5. NCCE - (National Committee for Citizens in Education) 10840 Little Patuxent Pkwy. - Suite 301 - Columbia, MD 21044

FOR INFORMATIONAL LITERATURE:

1. Ask the Administrator of E.S.E. at your school for the Information Series (Booklet 1-5). It is supplied by the State of Florida Department of Education for YOU - the parents of exceptional children!!!
2. Request the Resource Manual for Exceptional Students Florida Statutes and State Board of Education Rules from the Florida Department of Education.
3. CCHR offers many pamphlets and copies of articles.
4. NCCE offers pamphlets, books and membership to their committee.

WRITE THEM ALL . . .

Suggested Reading List - Ritalin, ADHD, Learning Disorders, Impulsivity

Back to Main Ritalin/ADHD Page

Back to Main SNTP Page

Say NO To Psychiatry!

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©Gene Zimmer 1999 ALL RIGHTS RESERVED