Shari Gent, M.S.,
Education Specialist


Submit A Question

Question:

My sixth grade son, who is also gifted/dyslexic, takes Concerta. It gets him through the school day, but wears off by homework time (after 6 p.m.). After that, he can be very oppositional and agitated. He will be going into junior high next year where the workload will increase enormously. I want him to be able to stay in college prep. level classes because he needs the challenging material, but I fear he will never get his homework done. I can think of obvious stategies, like doing homework right after school, but what else might work to either increase his output or give him accommodations to allow for his non-medicated state? Anita

Answer:

Dear Anita,

Thank you for your question. Homework completion is a common problem with children who have Attention Deficit Disorder. Since I do not know your son or his circumstances, I cannot make specific recommendations for his situation. However, when planning for school success, two areas you should consider are special education and/or classroom accommodations and medication adjustment.

If you believe your son has a disability, you should speak with his teacher or principal. She or he may contact the school's Student Study Team. Your child may be eligible for special education under IDEA or accommodations under section 504. Students are referred to the Student Study Team because teachers or parents have expressed concerns that the student has limited school success as demonstrated by:

  • Failing grades
  • Poor test performance
  • Retention or consideration of retention
  • Student has multiple discipline problems, including suspension and/or expulsion
  • Student has difficulties with peers and adults
  • Student was formerly enrolled in Special Education
  • Student was previously determined ineligible for Special Education
  • Student returns to school following a serious or lengthy illness or injury
  • Student has a known chronic health problem
If the team finds your son eligible, the team will develop a "504 Plan" for services provided under Section 504 of the Rehabilitation Act of 1973. This statute is a federal civil rights law that prohibits discrimination against individuals with disabilities. The intent of the law is to provide qualified disabled students equal access to educational programs, services and activities.

Your son may or may not qualify. Students who meet the definition of a person with a disability are those who:

  • Have a physical or mental disability that substantially limits one or more life activities
  • Have a record of such an impairment; or
  • Are regarded as having such and impairment
The key word is "substantially limited." Districts are mandated to set their own criteria for this descriptor. Many districts refer to the Americans with Disabilities Act for guidelines. This act considers "substantially limited" to be when "an individual is unable to perform a major life activity that the average person in the general population can perform." Keep in mind that some children who have been determined to be "gifted" may have difficulties that prevent them from achieving to their potential. However, if they are able to learn at the level of the "average" person, a school district may not consider their access to education to be "substantially limited."

Should your son be considered eligible, he could receive accommodations such as:

  • Shortened assignments that focus on essential content to be covered. Since your son is bright, he may not need to complete as much homework as others in order to understand the underlying concepts.
  • Extended time to complete assignments.
  • Use of a homework log or organizer to be signed by both parent and teacher to insure that your son receives the assignment.
  • Communication with a "study buddy" for questions about the assignments.
  • Loan of an additional set of textbooks to be kept at home to be sure your son has access to appropriate educational materials.
  • Notetaking support which can include use of a notetaker, to guarantee access to classwork.
Even if your son does not qualify for Section 504 accommodations, as a parent you can communicate with his teacher(s) about ways to support homework completion. Many middle schools routinely use a "Binder Reminder" and other organizational strategies routinely with all students. Also, you can support successful homework completion at home. Be sure to provide your son with a regular place to work and any equipment he needs. Some children with ADHD do best at a desk or table outside of their bedroom since bedrooms are associated with relaxation. One homework plan that is often effective is the "15-10-15" plan. Your son chooses an activity that he enjoys such as playing basketball or watching a video. He works on his homework for 15 minutes, then takes a break for ten. Setting a kitchen timer for the intervals minimizes conflict.

You may want to ask your son's physician about the possibility of an additional low dose of Ritalin to be taken in the late afternoon to help him focus on homework. Any decisions or recommendations about medication should be made by a physician. Concerta is generally considered to be effective for about 12 hours. However, depending on the time he takes his morning dose, the effects may wear off before evening. If his doctor does prescribe an additional dose of Ritalin, be sure to have your son take it on schedule since the medication can cause sleep problems if taken too late in the day.

Support from other families who experience similar challenges can be invaluable. Consider contacting CHADD for information and support. An informative online training about Section 504 law is available on our website.

RESOURCES

Family Support
Children and Adults with Attention Deficit/Hyperactivity Disorder (CHADD) http://www.chadd.org/

Section 504
Nielsen, Mary Anne. Understanding Section 504: An Online Training. Available at: http://www.dcn-cde.ca.gov/504/504_index.htm

Homework Issues
Canter, Lee and Lee Hausner. Homework without Tears. Harper Perennial, New York:1987. A classic primer on dealing with homework issues.

Zentall, Sydney and Sam Goldstein. Seven Steps to Homework Success. Specialty Press, Plantation, FL: 1999. Describes eleven common homework problems and how to solve them. Also includes forms for home and school communication.

For your son
Mengel, Gail Epstein. The Homework Organizer: Assignment Notebook and Guide. Get Organized! South Hadley, MA. An assignment notebook that includes icons for students with reading difficulties or a visual learning style. Available at: http://www.homework-organizer.com/

Schumm, Jeanne Shay and Marguerite Radenicich. School Power: Strategies for Succeeding in School. Free Spirit Publishing, Available at: http://www.freespirit.com/ A cool book with kid appeal that uses photos of real junior high kids to demonstrate effective study skills.

Discussion Home Page
Assistive Technology  Attention Deficit Hyperactivity Disorder Behavior School-Related Medical Issues Transition
Assistive Technology Archives  Attention Deficit Hyperactivity Disorder Archives   Behavior Archives
School-Related Medical Archives Transition Archives    Diagnostic Center North
Resources and Related Sites    CDE Diagnostic Centers


Questions, comments, corrections send mail to the Webmaster