-=> Quoting Regina Finan to Mark Probert <=-
Hi Regina,
 RF> Also as far as the school system goes, they are mainly trained to
 RF> deal with kids that are as some put it "normal".  They build a routine
 RF> based on these kids.  Once a child or two who is handicapped comes
 RF> into the picture, their routine is torn apart.  They have to deal with
 RF> some of the same kinds of stress we do.  They are not really trained
 RF> to do that. Oh yes, they may have gone to college, but their
 RF> psychology book only has several paragraph's (some books only one) of
 RF> some of these handicaps. So what happens?  They become inadequate or
 RF> at least feel they are and so goes discrimination.  Discrimination
 RF> based on ignorance.  How sad.
Yes, it is sad. Don't you think that coming into the year 2000 that the
school system needs to (finally) adapt to ALL special needs children? And
then what about the other kids (not many of them) who just enjoy causing
problems but have no signs of ADHD/ADD or anything else. They just like
rocking the boat because  it is fun.  They tear apart routines too but
seem to be forgotten when it comes to an ADHD child and the staff reacts
like they have never had behavior like this before!  (yeah, right... there's
that selective memory again!)  What drives me absolutely batty is here in
Burnaby it says on the jacket of the report card...
        "The purpose of BC's School System is to enable all learners
        to develop their individual potential and to acquire the know-
        ledge, skills, and attitudes needed to contribute to a healthy,
        democratic and pluralistic society and a prosperous and sustain-
        able economy."
Here is a quote from the handbook parents are given when a child enters kin-
dergarten...
        "The primary learning environment helps develop indiividual
        potential. It respects and values differences in children,
        building upon individual differences rather than stressing
        conformity. It provides opportunities for continuous learning
        without the restrictions created by grade levels and fixed
        groupings of children based on ability, or by retention and
        promotion practices. It allows for the fact that, for differ-
        ent children, learning occurs in different areas, at different
        times, in different ways."
A friend of mine who's child is not ADHD/ADD doesn't see this in her school
either. When it comes to the school system in BC... what they say is one
thing... what actually happens is another. I have asked for a copy from
Mark also. I'm hoping that after the staff at my son's school reads this
that they will at least *look* at their own behavior in this regard.
Take care,
Desiree
... "We shall see who I drag screaming to Hell with me."
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