ADHD is a medical condition and the educational staff of a school are not qualified to diagnose ADHD. If you believe your child may have symptoms of ADHD, then you should consult with your family doctor, your child's pediatrician, or other licensed medical/mental health professional who is trained in the diagnosis and treatment of ADHD. Teachers and other school personnel can play an important role by evaluating your child's learning ability and determine educational deficits.

School personnel do not have the medical training necessary to tell parents to place their children on medication. We believe that it is inappropriate for individual professionals to offer advice outside their field of training, expertise, or licensing. While teachers and other school personnel play a critical role in identifying potential education problems, they are not qualified either to diagnose a medical condition or suggest specific treatments for addressing that medical condition.

The diagnosis of ADHD in the preschool child is possible, but can be difficult and should be made cautiously by experts well trained in childhood neurobehavioral disorders. Developmental problems, especially language delays, and adjustment problems can sometimes imitate ADHD. Treatment should focus on placement in a structured preschool with parent training and support.

ADHD continues into adulthood in most cases. However, by developing their strengths, structuring their environments, and using medication when needed, adults with ADHD can lead very productive lives. In some careers, having a high-energy behavior pattern can be an asset.

Yes. Approximately one-third of people with ADHD never have symptoms of hyperactivity. Females with ADHD are less likely to have symptoms of hyperactivity compared to males.

Many children with ADD/ADHD experience a general diminishing of symptoms as they approach adulthood. However, approximately 50-60% of children with ADHD will still meet the full criteria for ADHD as adults and will continue to have significant problems with attention and impulsivity in their academic, occupational, or social life. The majority of children with ADHD will grow into adults with ADHD.

The brain of a child with ADHD is like a TV set that isn’t receiving a perfect signal. For the child it’s as if the channel keeps changing, too. Imagine you are watching the news on BBC1. Suddenly, somebody picks up the remote control and flicks over to ITV. A second later the programme changes to Channel 4 and then back to BBC1. Then it switches to BBC2. If you were asked about the news on BBC1, you might find it hard to remember.

Yes. Intelligence and AD/HD are separate. It is possible to be intellectually gifted and have AD/HD, too. However, AD/HD may impact academic performance. When a child is identified as both gifted and as a child with AD/HD, this is often called twice exceptional. School accommodations may be appropriate.

Teachers usually have the best interest of their students in mind. When a teacher sees a student who's struggling to concentrate, it's her responsibility to bring this to parents' attention. We do agree that teachers are not qualified to diagnose ADHD, but they are usually very good at knowing what behaviors are within the normal range for children, and what behaviors or problems fall outside the norm.

Here are tips for parents who think their child may have ADHD, attention deficit hyperactivity disorder.

Create a routine. Try to follow the same schedule every day, from wake-up time to bedtime. Post the chedule in a prominent place, so your child can see where he or she is expected to be throughout the day and when it's time for homework, play, and chores. Help your child organize. Put schoolbags, clothing, and toys in the same place every day so your child will be less likely to lose them. Avoid distractions.

Attention Deficit Hyperactivity Disorder (ADHD, also called ADD) is a neurobiological condition that affects an estimated 4-7% of the U.S. population. ADHD is an ongoing condition that affects children, adolescents, and adults of all ages. It occurs in both males and females, and in people of all races, socioeconomic status, and cultural backgrounds. ADHD may cause significant impairments in many areas of life such as school, home, the workplace, and in family and social relationships.

To allow the best chance to get dry for children with Attention Deficit Hyperactivity Disorder, it is best to first get treatment for the ADHD before attempting treatments for bedwetting.

Maybe. A child who was denied coverage under IDEA may qualify for coverage under Section 504. The key is whether or not the student's AD/HD substantially impacts a major life activity.

Yes, adults can be evaluated for ADD/ADHD. We know from clinical experience that ADD is often undiagnosed in adults and can have serious negative consequences left untreated. Recent research suggests that ADHD possesses a strong genetic component and is often present in multiple members of the same family.

Maybe. A child who was denied coverage under IDEA may qualify for coverage under Section 504. The key is whether or not the student’s AD/HD substantially impacts a major life activity.

Two-way communication is a critical factor in the partnership between parents and the school. It is important to advocate on your child's behalf and make contact with the class teacher/s in the first instance. Refer to the Parents section for an overview about Talking to your school . The Gifted and Talented Policy (2004) requires schools to provide a differentiated curriculum to high ability students. Yes, it is possible for a child to be identified as both gifted and learning disabled.

A student can be diagnosed with many types of learning and/or physical challenges and still be gifted. Some of the gifted students could have dyslexia, visual/auditory processing difficulties, and other needs. The gifted program can still meet the needs of these students.

You should request that the school intervention team conduct an eligibility evaluation, which includes testing, parent interviews, record reviews, and observations. Not all children diagnosed with ADHD qualify for an IEP. Only children who have a disability that impedes their ability to learn will qualify for an IEP.

Most likely yes. Much depends on where your child falls on the spectrum, but with your support, as well as that of doctors, therapists and teachers, your child should be able to attend school. In fact, it's his right: According to the Individuals with Disabilities Act of 1990, which mentions autistic children specifically, your child deserves access to a “free and appropriate” education funded by the government, whether it be in a mainstream or special education classroom.

Most schools have a no-nit policy to control head lice outbreaks. Generally, when you have completed one pediculicidal treatment & one olive oil treatment (or two olive oil treatments) and a thorough nit combing and manually removed all nits, you can send your child back to school. At this point, there should be nothing left on the head that is capable of moving onto another head. However, this does not mean your child is lice free.

Orientation Evening / Curriculum Night is held as part of the first Family Meeting. Parents meet with teachers in the classroom to discuss the year's curriculum. Family conferences are scheduled twice a year, and twice yearly parents receive a report describing their child's progress. Additional meetings with staff may be scheduled by leaving a message with the school office or asking a teacher to call. A school newsletter, which includes a detailed calendar of events, is distributed monthly.

Students in kindergarten through grade 8 may register at any K-6/8 site (School Addresses) or at the LUSD Education Center, 2010 W. Swain Rd., 953-8711.

Students do not need to be kept out of school. The student with TB is being treated and will return to school when no longer able to spread TB. Students who have had TB in the past or latent TB do not need to be kept home as they cannot spread TB. Only students with active TB in the lungs need to be kept home until treatment has been started and are no longer able to spread TB.

A range of educational options are available for children with an Autism Spectrum Disorder. Within South Australia, there are independent schools, Catholic Schools and state schools (Department of Education and Children’s Services). About one third of students with an Autism Spectrum Disorder attend mainstream schooling and access the regular curriculum. A further one third attend special small classes in a variety of settings and the remaining third of students attend special schools.

The official recommendation is six days after the rash begins. They may return even earlier if all the lesions have crusted over before this time. However, despite what experts say, daycare facilities and schools often have their own idiosyncratic rules that may require the child to stay out longer than this. If this is the case, sometimes it is helpful to have a pediatrician come and talk with the daycare facility or school about what is medically the optimal time to exclude these children.

Use our school locator tool to find the neighborhood school you child can attend. Also available are locator books and boundary maps for Anchorage and Eagle River. If you have questions about school boundaries, please contact our Demographics Department at 907-348-5190.