Re: telling teachers about OCD and depression

[Guest guest]

Hi Chris. Her plan is to be changed during the year as things come up. Due

to a situation this past year, where she almost lost credit, due to excessive

absences and tardies for first hour, they wrote this plan at the end of the

year so this new school won't be able to take her credit away, if excessive

absences are due to her mental health issues. (She still maintained an A in the

class.) They were only going to include her 1st 2 classes, but I asked to at

least include the 3rd because that class starts at 8:30, which is still

early. By the way, this is not a 504 plan but just an Individual Learning Plan

that the school wrote. Thanks for your help. Kim

In a message dated 7/9/2005 10:30:11 AM Central Standard Time,

@... writes:

So if I have this right - her only Plan accommodations are for the

first 3 hours of school? And so would apply only to those teachers.

[Guest guest]

I'd have to agree with Amy. I think waiting until you " need to tell " them

will be too late. All to often, teachers pre-judge children they feel are

lazy, rude, etc right off the bat. Why not let them have information that can

help them " understand " why she may or may not be exhibiting certain behaviors.

I've found it a nightmare trying to play catch up, especially with cycle

teachers (where they may have that teacher for one cycle i.e. 6 weeks out of

the school year). By the time you do get them the information, they're

" attitudes " or believes have usually been passed down to the child making for a

no-win situation. I think for the child to receive the most beneficial

successful school plan, that all involved need to be aware. I, myself, intend

to sit

down before the school year starts and whether they want to hear it or not

(I've also found many a teacher who were not interested or buying into the

cause/effect relationship of a disability) EDUCATE them about my child. If you

wait until the phone calls start, it'll be a nightmare - especially at the

high school level. Your daughter has enough to deal with on her plate and

starting off the school year with a clear understanding amongst all involved in

her life (and let's face it, the school day takes up a good part of her daily

life) she will hopefully be able to achieve success in her academic life. My

son this past year spent more time in detention and suspensions because of

some teachers being unable (or unwilling in some cases) to understand the whole

picture and this was even after my attempting to educate them over and over.

Remember, they are dealing with hundreds of students daily - your daughter

is just one in a whole great big bunch - so let them know right off the bat,

what to expect from her AND YOU as her parents.

Good luck.

[Guest guest]

Thanks. I am leaning this way also. I think playing catch up is very tough.

Based on my daughter's history of cycling with depression she could have

another episode right around when school starts. This is the first time we have

added Seroquel, so I am hoping it will put more time between her episodes. I,

at least, want her teachers to have a little time to get to know her before

her issues surface. Thanks for your input. Kim

In a message dated 7/9/2005 11:40:13 AM Central Standard Time,

Nchaotic@... writes:

I've found it a nightmare trying to play catch up, especially with cycle

teachers (where they may have that teacher for one cycle i.e. 6 weeks out

of

the school year). By the time you do get them the information, they're

" attitudes " or believes have usually been passed down to the child making

for a

no-win situation. I think for the child to receive the most beneficial

successful school plan, that all involved need to be aware. I, myself,

intend to sit

down before the school year starts and whether they want to hear it or not

(I've also found many a teacher who were not interested or buying into the

cause/effect relationship of a disability) EDUCATE them about my child.

[Guest guest]

Hi Kim,

So if I have this right - her only Plan accommodations are for the

first 3 hours of school? And so would apply only to those teachers.

I'm guessing what I would do here, as 's Plan had

accommodations to use in all classes if needed. But I think I would

only meet with the teachers that the Plan applied to. What does your

daughter think?

(16) hasn't really been using his Plan at high school. I

didn't meet with his teachers this last year but emailed them each

during the semester to ask how he was doing in class, etc. Didn't

mention his 504 Plan, just checking on how he was doing in class.

They all emailed me back and luckily most said he was a " delight " (3

out of 4) to have in class. (I just thought it odd/funny that the

word " delight " was used so much.) Just thinking that is an option

you might use for those " other " teachers to check up on things,

emailing or even calling, which I've done too.

Just some very quick thoughts this a.m.!

> My daughter is going into 10th grade and will have a different

teacher for

> every subject. She has a plan that we wrote at the end of the past

school year

> and will have a meeting with her teachers from the first 3 hours of

her

> classes the first week of school. This is according to her school.

My husband and

> I have a difference of opinion of whether to ask if all her

teachers can be

> at the meeting or not. She also suffers from recurrent depression.

The 3

[Guest guest]

I have been an instructor at a high school for the past year. At our school

we have what are called IPP's Each child with an IPP (Integrated Personal

Program) has a teacher assigned to them (sometimes not one of theirs) and a co

ordinater they and their parents can meet with. The IPP outlines the areas of

difficulty and any needs. IPP children are mainstream kids that have areas where

they need a bit of extra help i.e. more time to finish assignments, extra help

sessions, quiet areas to work etc. I found it beneficial to know why a student

was exhibiting a certain behavior. Yes some teachers do let out a sigh with

IPP's but only because some students have used the system as an excuse to be

lazy. The staff I work with welcome the knowledge as a way to be informed.

Personally I would say disclose the info to all teachers so if your daughter

happens to be suffering from depression she doesn't appear rude or lazy to her

teacher which can seriously be frustrating. I found being aware of a situation

gave me apathy not ignorance.

Hope this helps

Amy

telling teachers about OCD and depression

My daughter is going into 10th grade and will have a different teacher for

every subject. She has a plan that we wrote at the end of the past school year

and will have a meeting with her teachers from the first 3 hours of her

classes the first week of school. This is according to her school. My husband

and

I have a difference of opinion of whether to ask if all her teachers can be

at the meeting or not. She also suffers from recurrent depression. The 3

teachers have to sign her plan because there is a part that directly relates

to

them because of how early those classes are. My husband doesn't want the

teachers to prejudge her so he doesn't think we should tell her other

teachers

about her issues, unless they start affecting those classes. I think we

should

give them a heads up so we aren't trying to play catch up if she starts have

other issues that affects other classes. I would appreciate others opinions

on

whether you would tell all your children's teachers or would you worry about

teachers prejudging your child? Thanks you. Kim

[Guest guest]

Hi Kim,

That's interesting (and great) that the school includes this in that

type Plan! I think here (NC) we have to have it in

something " official " that pertains to disability (504 or IEP). So

was absence/lateness her only difficulty?

You know your child best! I know in 9th grade/new school I made sure

all 's teachers were aware of his 504 Plan (had the meetings)

each semester. In 10th I didn't meet with them, and don't plan to in

11th but that is because he has been doing so well. The teachers are

supposed to be aware of the 504 Plan (yeah, been THERE in the past,

doesn't always happen) and I figure if anything begins to happen,

I'll hold a meeting. And of course hold the school accountable if

anyone is unaware of his 504. I still plan to check up on him thru

emails, phone calls at some point each semester. I've just found

that in my own case, I underestimate sometimes and he doesn't

have as much difficulty as I worry about (with his OCD and Aspergers

issues). But NOW he is off Celexa so we shall see how long

this " doing so well " lasts!

[Guest guest]

Hi, Kim,

As a teacher, I'd like to know if a child might have issues, so I

don't assume they are being rude, lazy, or otherwise " bad " when they

really have a disability. I can't tell you the number of times a

parent has revealed her child has ADD/is deaf in their left ear/has

parents divorcing/whatever AFTER the kid is in real difficulty! " I

didn't want you to treat them differently, " is the usual response.

BUT the kid NEEDS to be treated differently because of the

circumstances! So, full disclosure is the best way to ensure that

the teacher will treat the child fairly.

As a parent, I've experienced teachers who treat a child poorly if

they have a diagnosis (maybe they think the kid is faking it, or

could really control their behavior if they would just try harder,

or they don't really understand the possible ramifications of the

disability). In my experience, these are the same teachers who will

treat the child poorly if they misbehave anyway! So, you have

nothing to lose!

If it were me, I'd push for a 504. Regardless of her performance,

she should be eligible based on the fact that she has a diagnosis.

A doctor's note should be sufficient to establish her eligibility.

It gives you a lot more clout if there's any foot-dragging by the

school or by individual teachers. Sounds like your school has tried

to cooperate, but each school is different, and the high school may

be less sympathetic than the junior high. I've learned (the hard

way) that it helps to be a pushy parent when it comes to my kid's

needs.

I used to write a letter to all the teachers, which I handed out at

a meeting at the beginning of the school year. I took time at the

meeting to go over it. I made sure everyone understood what OCD is,

how it affected my daughter, what kinds of behaviors we had observed

in the past, and what accomodations she needed. Also I gave the

teacher my contact information--phone, address, and email. And I

wasn't afraid to call another meeting if it seemed necessary. By

the end of ninth grade, she was doing very well, though. We kept

her 504 plan in place through high school and into college, but she

really didn't need to use it.

Good luck with the big move to high school! Here's hoping all goes

well!

[Guest guest]

,

I'm new to the 504 plan/IEP plan lingo. My 10 yr. old's teachers have

been very understanding an accommodating thus far, but I know I will

eventually need to have something formally in place if there are more

school issues as she goes into middle school and high school. I noticed

that you said you had a 504 through college. ? Can you explain that? I

never knew that a college would need to make any accommodations.

Thanks!

Dina

[Guest guest]

Section 504 of the American Disabilities Act provides for reasonable

accomodations for anyone who has a disability, physical or mental,

which substantially impairs one or more life functions, or who has a

record of such a disability. If a child has a diagnosis of OCD, they

are eligible based on the diagnosis. The disability does not have to

impact grades, only life functions. So, if your kid can't get out of

the house in time, or can't use the school rest rooms, or can't

complete homework becsuse of compulsions, they are entitled to

reasonable accomodations.

The American Disabilities Act covers EVERYBODY with a disability

throughout life, actually. Not only secondary school and college (any

college with public funding has an office that administers ADA stuff),

but even in the workplace.

Try using " ADA 504 " in a search engine, and you'll get lots of useful

information.

If the school says OCD doesn't impact grades, so the child is not

eligible, they are applying the criteria for IDEA (which provides kids

with an IEP), not ADA/504.

As a teacher, I have kids on 504 plans who are honors students, but

who are blind, or have cerebral palsy, or have ADD, or a hearing

impairment, or diabetes, for example. I repeat, a child with a

diagnosis of OCD automatically qualifies on the basis of the diagnosis.

I would be waving a copy of the lsw in their face!

> ,

>

> I'm new to the 504 plan/IEP plan lingo. My 10 yr. old's teachers

have

> been very understanding an accommodating thus far, but I know I will

> eventually need to have something formally in place if there are

more

> school issues as she goes into middle school and high school. I

noticed

> that you said you had a 504 through college. ? Can you explain

that? I

> never knew that a college would need to make any accommodations.

>

> Thanks!

> Dina