This week, I thought I would share an inspiring article from ADDitude Magazine. I am a big fan of ADDitude and was very touched by an article about a mother and daughter who overcame substance abuse and threats of suicide through a double ADHD diagnosis. They learned about ADHD together, and grew significantly from their experiences.
I am sharing this particular article for a few reasons:
A few weeks ago, I received an email from Joe, an ADHD Circuit subscriber. Joe’s son has ADHD and he want to know if I had any thoughts about managing social skills. This was my response…
Dear Joe,
I must admit that I’ve become a little obsessed with researching the brain lately. I always considered myself a semi-expert in understanding how the brain works for learning, but I have never dug this deep into the biology before.
At the same time, I am trying hard not to learn too much. I think that the fact that I don’t have the patience to follow and comprehend some of the super-medical/technical reports I am finding is an advantage. It keeps my questions and understanding grounded towards my purpose, which is to understand what I need to understand to help myself, my son, and many others who simply want to improve their everyday life.
Marcia, a teacher from Wisconsin using the SOAR® curriculum, recently asked us:
I was wondering if you have any suggestions for a student who wants to use an e-planner, rather than a paper one?
When I was in middle school, I began to notice a problem with my reading. Specifically, I was having trouble seeing the text in my textbooks. When I looked at a page, I would see a glare of white light slithering between the text and reflecting back at me. It was very distracting and painful…in the same way that seeing a camera flash in the dark would hurt your eyes. What I was seeing, however, was constant and debilitating.
Mom took me to an eye doctor. “Everything’s fine,” he said.
For the last two weeks, I have been writing about a 9 year-old boy named Will who is struggling with reading. I prepared a short video explaining some basic, yet very important information about the biology of the brain. I am sending this video to Will because I believe it will give him hope and build his confidence. As a wise friend told me last year, when I was smack in the middle of trying to find help for my son, “Once you identify the problem, 50% of it is solved!” So true!
I hope this small snippet gives Will, and other students who struggle like Will, a better understanding of what their dynamic brains are capable of! Please, please, please share this with anyone you know who may be struggling with a learning disability.
In last week’s article, I wrote about Cori, a heart-broken mother who is watching her bright son, Will, struggle with reading. She is out of options and feeling very hopeless.
Today, I am going to share some general recommendations that will help Will “catch up” and read on grade-level within the next 12-18 months. The following information may sound a little overwhelming at first, but I will pull it all together in a simple and manageable plan at the end.
Last weekend, I was visiting a ski area in northern Michigan for a few days and met Cori. She was working the front desk and checked me in as I arrived. We were chatting as the paperwork was processing and Cori asked what I do for a living. I told her about my work with study skills as I casually turned to grab something behind me. She replied with great interest and, while my back was momentarily turned, she explained, “My son is illiterate.”
“My Son Is Illiterate.”
I stopped dead in my tracks. In her four words, I could sense all of the worry and anxiety from which I am just emerging. I shared some of my stories in this newsletter last spring, explaining that my son was diagnosed with dyslexia, ADHD, and anxiety. From the point we determined we needed help, it took over a year to get the proper resources aligned.
Have you ever seen a dog chase its tail? The dog keeps going round and round, presumably thinking that, any moment now, he will actually catch that tail behind him. He expends a lot of energy, but has nothing to show for it.
People with ADHD often describe a similar sensation of spinning around in circles. This how students feel with nearly every task related to school: organizing and managing papers, assignments, time and due dates, reading textbooks, taking notes, studying for tests and even, taking tests.
For the last 14 months, we at SOAR® Learning have been working diligently on a new project. This project represents a big step in my dream of becoming a very serious advocate for study skills!
It represents countless hours of dedication and energy from the people on our crew who share my passion for study skills and the horizons they can open for students.
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SOAR has definitely helped me so much. My teacher, also ... Ginny R.11th Grade  |
Tobi Flair
Public Middle School
New Orleans, LA
Tobi Flair is the principal at Harry Hurst Middle School in Destrehan, Louisiana. Her building has built a 20-minute session of “SOAR time” into their daily schedule.
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