Education 4 - CADDAC

A new Huffington Post article is talking about changes coming to the BC Special Education Guidelines that will allow students with ADHD, who present learning needs, to be identified under the learning disability (LD) category. This may not seem like a huge change, but parents of children with ADHD in BC and CADDAC have long been advocating for this change. In fact, CADDAC has been advocating for this change to occur in Ontario since our inception in 2005.

What does this change mean and why did it come about?

In the past system, students with ADHD in BC, who were struggling at school, were denied recognition as exception students (learners) because ADHD was not listed under a category. This recognition allows students access to special education resources and an Individual Education Plan (IEP). By placing ADHD under the LD category the Ministry of Education in BC has acknowledged recent changes in the DSM 5 (the document that defines mental health and neurological disorders) which now categorizes ADHD as a neurodevelopmental disorder, rather than a behaviour disorder. Learning disabilities have long been recognized as neurodevelopmental disorders. Although ADHD is not an actual learning disability it can significantly impair learning even without an LD being present.

Unfortunately, CADDAC continues to receive countless calls from parents in Ontario frustrated that their children are still being barred from being recognized as exceptional learners, many also being denied an IEP. Although a 2011 Ontario Ministry Memorandum states that a student with ADHD presenting learning needs should not be barred from being recognized as an exceptional learner, this is still routinely occurring.

You see, school boards are entitled to set the bar of learning impairment (how impaired a student must be to be recognized as an exceptional learner) wherever they like. There is no requirement for school boards to document this, so decisions are often quite arbitrary and difficult for parents to challenge. This is resulting in little consistency across boards or even within the same school board. Even though the Ministry’s 2011 memorandum exists, we continue to receive calls from parents who are told that their board does not recognize students with ADHD, period. The latest parent I spoke with, who also happened to be a teacher, just told me that their principal was totally unaware of the memorandum and when it was brought to their attention was sure that it must be out dated.

So here is my “ask” of you. If your child with ADHD is struggling at school and continues to be denied an IEP or recognition as an exceptional student in the Ontario School System and you would like to share your story with us to further advocacy efforts in Ontario, please contact heidi.bernhardt@caddac.ca

Access the article HERE

The title says it all. Access this great blog post in the Huffington Post by Dr. Diane McIntosh, psychiatrist and assistant clinical professor at the University of British Columbia Here.

Reading comprehension has been flagged as an area of concern for many students with ADHD. The ability to understand what one is reading is essential for all areas of academic success, success in the workplace and even overall health. If you have wondered why your students or your child with ADHD demonstrates difficulty in this area you won’t want to miss our up-coming CADDAC conference.

Dr. Rhonda Martinussen, an Associate Professor of Special Education and Adaptive Instruction at the Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education at the University of Toronto will be addressing reading difficulties frequently seen in children with ADHD. She has direct experience teaching children with ADHD and reading disorder and is the coordinator of one of the two graduate teacher education programs at OISE. In addition she conducts research examining the relations between behavioural inattention symptoms and reading achievement in children and adolescents and has recently completed a study examining listening and reading comprehension skills in youth with and without ADHD.

During Rhonda’s CADDAC conference presentation entitled the Update on Reading Comprehension Research in Children and Youth with ADHD: Implications for Classroom Instruction and Assessment, the role of background knowledge, cognitive processes such as executive functions, and language proficiency (e.g., vocabulary knowledge) will be highlighted. She will also discuss research that examines how to enhance reading comprehension in children and youth struggling in this area. Practical tips and useful online resources will be shared.

Hello all!
We are excited to announce our upcoming conference this September 26th and 27th!

In addition to a weekend of presentations and workshops, comedian Rick Green will be be hosting the CADDAC Fundraiser: A Night of Comedy and Inspiration on the evening of September 26th!

Check out our website for more information and tickets!

Guest Post by Don Reist, OCT Director, Specialist: Special Education at Tutorwiz Education Centre. Public Speaker on Education and Special Education

Many people consider ADHD to be a lifelong curse. However, the fact is that many highly successful people have or had ADHD.

Thomas Edison was a poster boy for ADHD. He left school at an early age because his teachers deemed him to be “too dumb to learn anything”. Although some question his personality, he became one of the most prolific inventors of all time, patenting 1093 inventions, including: the light bulb, motion pictures, the phonograph and the electric generator.

Leonardo Da Vinci is noted for only completing a small percentage of the things he started. Through his sketches and illustrations we know that he envisioned hundreds of things quite literally hundreds of years before his time.

Albert Einstein, whose very name is synonymous with genius, suffered with ADHD. He was very forgetful and often oblivious to everything around him. There is a story that one day he left home and headed down the street having forgotten to put on his trousers.

Sir Richard Branson has ADHD and dyslexia. He left school at 15 years of age as he was not gaining anything from it. Today he is self-made billionaire. He is the owner of the Virgin Group which includes amongst other things an airline and Virgin Galactic a company which plans to provide suborbital spaceflights to space tourists.

All these people have incredible imaginations with thousands of ideas bouncing around in their heads. Most importantly they have the ability to hyper focus. When people with ADHD are passionate about something they can dedicate themselves to it and work and concentrate harder on it than the average person can even imagine. Because their ADHD minds thirst for stimulation they strive in situations in which the average person falls apart. In a crisis, there is no one better to handle the situation than a person with ADHD.

How do I know this? I suffer from ADHD. I was the daydreamer in school. I use to sit at my desk and wander off into Lala land on a daily basis. When I wasn’t daydreaming I was fidgeting in my seat wanting to run around the room. However, I was very fortunate in the fact that I was passionate about learning. When something new was introduced in class I became totally focused.

My lack of interest at university resulted in me dropping out after only a few months. I wandered from job to job. I became fascinated with computers. I returned to university to get my degree in computer science. At this point my ADHD served me well. I could not afford to quit working. Hence I worked full time while attending classes. My passion for computers enabled me to use my ability to shut everything else out. Upon graduation, I worked for IBM Canada. My ADHD helped me skyrocket up the ladder. In one of my positions I was responsible for supporting an online banking system used by many trust companies. If the offline processing did not complete the trust companies could not open for business. Anytime the offline failed I would hop out of bed and head into the office. While everyone was running around in panic mode, I sat at my desk whistling a tune looking for and then fixing the problem. The trust companies always opened on time!

I have two university degrees. I have run a successful company for the past eight years. I am a specialist in special education, I am writing a book on educating students with special learning needs and I have hosted my own television program for the past four years. I also thoroughly enjoy public speaking especially on the topics of special education and education in general. ADHD has not prevented me from being successful.

Is ADHD a curse? In many ways it is. However, if you embrace it instead of trying to hide or deny it and take advantage of its positive effects which includes the fact that five tornadoes are constantly twirling in your head, it’s amazing what you can accomplish.

A new study suggests that we should be encouraging children with ADHD to move more rather than less. When asked to do a cognitive task while seated in a swivel chair, the study revealed that boys with ADHD who moved and spun in their chairs were found to perform better. For boys without ADHD the opposite was true. The proposed theory behind this is that slight movements help to “wake-up” the nervous system and increase alertness for those with ADHD. For those without ADHD, excess movement may just cause distractions for an already alert brain.

Dr. Dustin Sarver reposts that past research demonstrates that when children with ADHD are asked to perform tasks that place demands on their working memory their hyperactivity increases. But, when these demands were not placed on their working memory their activity levels reduced to normal levels. This led the team to wonder whether these movements helped or hurt working memory in those with ADHD.

Dr. Sarver’s research has shown that movement in children with ADHD has a positive purpose and we should be facilitating it for students in classrooms as long as they are not disruptive to others. Dr. Sarver also states that by asking children with ADHD who are hyperactive to sit still and not move we are actually hampering their ability to function, as all of their mental energy goes into sitting still rather than getting the task at hand completed.

Summary article:

http://www.huffingtonpost.com/mark-bertin-md/mindful-eating-adhd-and-n_b_7257190.html

Media release by University of Mississippi Medical Center. https://www.umc.edu/News_and_Publications/Press_Release/2015-04-27-00_Researcher__Hyperactive_movements_help_ADHD_kids_learn.aspx

On Tuesday May 12, a CADDAC delegation had a great day at Queen’s Park. Building off the momentum of Mental Health Awareness Week (May 4-10), CADDAC Executive Director Heidi Bernhardt, Dr. John Tucker and Dr. Doron Almagor spoke with representatives from various ministries to raise awareness about ADHD and advocating for increased support and treatment options for those in impacted by this disorder.

In these discussions, CADDAC was able to advocate and raise awareness with numerous Ministry officials, including those from Health and Long-Term Care, Children and Youth Services, Education, Community and Social Services, and the Office of the Attorney-General.

As ADHD is one of those illness that continues to be lost in a haze of social stigmas and lack of understanding, these efforts are particularly important.

It is part of CADDAC’s mandate to take a leadership role in the advocacy of ADHD in all areas that affect people with ADHD, including education, health, support, employment, regulatory bodies and resources. These efforts were part of CADDAC’s efforts to fulfill this mandate, as we continue to strive to network with government, professional organizations, health care providers, educators and all other stakeholders to improve the lives of people with ADHD.

It’s time ADHD is seen for what it really is: a complex, multifaceted, often life-long mental health disorder that significantly impacts people’s lives, the lives of those closest to them, and society as a whole.

CADDAC is thankful to all the open dialogue of the day and appreciates the opportunity to work with the Government of Ontario moving forward.

Mental Health Awareness Week kicked off last Monday and ran through the week until Sunday, May 10^th.

This important initiative through the Canadian Mental Health Association encourages individuals to learn, talk about, reflect on, and engage others on issues related to mental health and mental illness.

Attention Deficit/Hyperactivity Disorder, or ADHD, is one of those illness that continues to be lost in a haze of social stigmas and lack of understanding.

Too often we hear a friend, relative, or co-worker joke about “having ADHD,” lending support to the argument that ADHD is simply the new fad diagnosis used to explain away the days where we find it difficult to concentrate. But for over a million Canadians who are directly affected by this illness, ADHD is no laughing matter.

Hence, here are some important things you need to know about ADHD:

ADHD, a medical neurobiological disorder, is a serious and wide-spread mental health issue impacting more than one million Canadians. As the most common childhood mental health condition worldwide, ADHD impacts one to two children in every Ontario classroom, and later on, four out of every 100 employees in the province.

ADHD increases the risk of suicidal ideation and behaviours, and commonly occurs alongside other mental health illnesses like depression, anxiety, and substance abuse. Physicians treating patients with ADHD are aware that monitoring for these symptoms is critical to ensuring the safety of ADHD patients, and watch closely during screening and assessment processes.

Health Canada recently announced that clearer warnings about the risk of suicidal thoughts and behaviours will be included in the prescribing information for ADHD medications, while also underscoring that there is no proof that ADHD medications cause these symptoms, and that the benefits of taking ADHD medications continue to outweigh potential risks. This announcement does, however highlight the importance for those with ADHD to be aware and continue to have proper monitoring by their physicians.

A shocking 90 per cent of adults with ADHD remain untreated and those who suffer from the illness are more likely to be impacted by injury and motor vehicle accidents, substance abuse, or jail time. In children, ADHD significantly increases the risk of high school dropout.

Taking into account the direct health, education, and justice-related costs, the cost of illness of ADHD for Canadians is over $7 billion, exceeding the cost of major depressive disorders.

In most cases ADHD is not preventable, but when managed properly, those with ADHD can lead happy, successful, and fulfilling lives.

Effective management of ADHD requires multi-modal treatment, the first being patient, parent, and teacher education and awareness. Treatment options to ensure success with ADHD patients include a variety of psychosocial treatments such as cognitive behavioural therapy, coaching, behaviour strategies, specialized tutoring, ADHD medication, regular follow-up visits with a trained medical practitioner, and special educational accommodations.

The more seriously we take ADHD the more likely it is we can help children have better outcomes and grow up to reach their full potential. It’s time to stop kidding around and start taking this critical mental health issue more seriously.

If you’re curious to find out more information on ADHD’s socioeconomic impacts, you can read CADDAC’s Policy Paper, “Paying Attention to the Cost of ADHD: The Price Paid by Canadian Families, Governments and Society” here.

The ADHD Prep (Parent Readiness Education Program) is fast approaching!

With only a few spots left his weekend, Saturday April 25 from 9AM – 4PM and Sunday April 26 9AM – 4PM, secure your spot and Click here to Register for ADHD PREP!

ADHD PREP is a comprehensive 12-hour program geared to parents of newly diagnosed children and adolescents with ADHD, and to parents wishing to upgrade their knowledge on the more complex aspects of ADHD including ADHD and learning, executive functioning and self and mood regulation.

Treatment options, parenting strategies and advocacy skills will also be covered. The program will occur over a weekend allowing parents from outside the local area to drive in for the weekend. Pricing includes workshop materials and light refreshments each morning and afternoon.

Visit the ADHD Prep Outline for an overview of the course content.

Click here to Register for ADHD PREP!

CADDAC presents ADHD PREP, a 2-day program on Saturday April 25 from 9AM - 4PM and Sunday April 26 9AM - 4PM

Visit the ADHD Prep Outline for an overview of the course content.