This is last minute but I just found out about it.
“I have ADHD but ADHD doesn’t have me”. Is a presentation at UBC Vancouver Aug 22nd. It’s on day 2 of The Summer Institute for Educators 2014, Promoting Mental Health In BC Schools.
Here is the full two day program which starts Thursday August 21st. Only $65 for 2 days. Here’s who it’s for and what it’s about.
Join other teachers, school counsellors, school support staff, school administrators, district staff, school health care professionals, parents, students and school community partners from districts across BC to:
• Exchange knowledge and practical strategies on how to foster school connectedness in classrooms and school communities;
• Improve awareness and understanding of mental health and substance use challenges;
• Hear from parents, students and families about collaborating and creating strong networks to actively support children and youth;
• Network with colleagues and partners in mental health and education.
They have one talk on the mental health condition that the largest number of students in BC schools have, ADHD. 8-10% of students in BC schools have ADHD.
See a one page summary of the statistics on ADHD in school.
Here’s my 5 pages of links for teachers of ADHD students on BCADHD.com blog. Summaries and Links to Articles, Ebooks and PowerPoints on Teaching Students with ADHD.
Here’s the ADHD presentation.
“I have ADHD but ADHD doesn’t have me”.
Date: Friday August 22nd. 10.45-12.00pm
Location: UBC, Room 204, Neville Scarfe Building, 2125 Main Mall, Vancouver, BC.
Description: Let’s talk about ADHD … Come and be a part of a discussion that focuses on what some of B.C.’s youth have said about their experience of living with ADHD and being at school. Hear from the Provincial ADHD Task Force, the F.O.R.C.E. Society for Kids’ Mental Health and two members of the ADHD Corner Youth Planning Team as we explore the strengths of students with ADHD and discuss their experience in the classroom environment.
- Provide an opportunity to hear about the work being done by the Provincial ADHD Task Force
- Highlight key statements made at the 2014 Youth Summit ADHD Corner by BC high school students about their experience at school and with medication
- Identify strengths of students with ADHD and successful classroom strategies
·Kimberley Korf-Uzan, Program Manager, Kelty Mental Health Resource Centre / Health Literacy, BC Mental Health and Substance Use Services
·Andrew Brown, SFU Gradutate Student and ADHD Corner Youth Planning Team Member
·Sarah Dunderdale, ADHD Corner Youth Planning Team Member
·Christie Durnin, a Director for The F.O.R.C.E. Society for Kids’ Mental Health
The BC government choses to discriminate against ADHD students in BC classrooms. If you have a child in BC schools with ADHD who doesn’t have a learning disability or severe behaviour problem they are not required to get ADHD accommodations. They might, but totally at the whim of the school and the teachers.
BC Liberals refuse to change this. I’ve asked many BCNDP MLA’s to demand the govt stop discriminating against us in school, but they refuse to.
BCTF has not asked the govt to stop discriminating against ADHD students in their contract negotiations. So even if they get every single thing they want? ADHD students in BC schools will still suffer discrimination.
BC government got an Unsatisfactory/Fail Grade on the CADDAC Provincial ADHD School Report card page 2. Hopefully one day BC will rank up with more mental health friendly provinces like Alberta and Newfoundland. Here’s the BC grade.
ADHD by itself can not determine the appropriate special needs category.
There are twelve categories of identification. Students with ADHD may be reported under any category, depending upon the intensity of the disability, but are most often reported under the categories of, learning disabilities, moderate behaviour supports/mental illness or intensive behavioural interventions / serious mental illness depending on their needs.
However, students with ADHD must be able to fit into the definitions of these categories to meet the criteria.
For moderate behaviour support needs, the criteria for reporting includes demonstration of behaviours such as aggression (of a physical, emotional or sexual nature) and/or hyperactivity.
Some students who have additional coexisting disorders, can be identified under the category that applies to that disorder.
If the student with ADHD does not have a coexisting Learning Disability or does not display significant disruptive behaviour, they will not be identified.
Students with ADHD and no diagnosed LD may be excluded from receiving accommodations for their academic disabilities.
This lack of recognition encourages educators to believe that ADHD is not a legitimate disability.
Recognition under behaviour can lead to academic weaknesses not being addressed and the students being stigmatized.
See the full Fairness in Education Campaign which calls on governments to recognize that students with ADHD have legitimate special learning needs and need appropriate supports to overcome their challenges in becoming academically successful. Read CADDAC’s Equitable Access to Education for all Canadians Paper.
Hopefully one day parents of ADHD children will start asking their BC MLA’s and the media to stop discriminating against us in school.
Maybe some BC teachers might organize some BC ADHD Awareness Week activities oct 13-19th 2014. I’d be happy to post them here and on our social media accounts. Please contact me