| ADHD child or gifted child: It can make a world of | | | | multi-tasking, I also made a lot of careless errors. I |
| difference! | | | | moved quickly, and it cost me. |
| I have a personal story to share with you. It's a story | | | | The difference: |
| that at first you might not find that remarkable, but if | | | | What was so significant about me being bored? |
| you keep on reading, I promise you will start to | | | | It's a marker for inattention in ADHD, yet someone |
| understand the significant value in asking questions and | | | | saw the potential in my abilities. Someone knew to look |
| believing in yourself and your child's abilities. | | | | beyond the initial presentation. Someone had faith in |
| In the beginning... | | | | me. And as for careless errors, they are just another |
| When I started school in the first grade, my parents | | | | sign. |
| had a problem with me from day one. I came home | | | | But, people expected things from me. I was supported |
| bored out of my skull. Imagine that, a first grader being | | | | and encouraged. I knew that my family and instructors |
| bored with school and insisting they would never return. | | | | believed in my capabilities. Most of all, I had discipline |
| After some phone calls, and a few laughs, it was | | | | and knew exactly what I could and could not get |
| determined that I would undergo testing in the next | | | | away with. |
| few weeks to find out what my academic abilities | | | | What you need to know: |
| were. I still remember the testing as if it were | | | | |
| yesterday, and I certainly remember the outcome. I | | | | 1. Medications can work, but they also cover up the |
| was identified as being a gifted student. As a result, I | | | | underlying issues. |
| was placed in a gifted and talented program where | | | | 2. People respond and create realities out of what |
| creativity was encouraged and I had the freedom and | | | | they are told. |
| liberty to try wild things. | | | | 3. Support and belief can make all the different in the |
| Most of all, I now had confidence in my abilities. I now | | | | world. Advocate. |
| "knew" that I was gifted and could accomplish anything | | | | What you can do: |
| I could put my mind too. | | | | |
| Out of school... | | | | 1. Listen to professionals. |
| After years of coasting through school, I faced a new | | | | 2. Question everything. |
| reality when I stepped out of my comfort zone. I | | | | 3. Look for information. |
| moved to a new area of the country where no one | | | | 4. Become informed. |
| knew who I was, and no one knew my history. I now | | | | 5. Offer support. |
| faced new teachers, new supervisors, and new peers. | | | | 6. Believe in alternatives or whatever it takes. |
| Despite my strong work ethic, I was rather quickly | | | | I am not suggesting that this will be the case for |
| labeled as someone with ADHD. My peers, my | | | | everyone. ADHD does exist, but it is also a popular |
| supervisors, and even some new friends immediately | | | | diagnosis, and most people have an opinion and think |
| saw me as having ADHD. | | | | they know what ADHD is. Unfortunately, most people |
| "Why," you might ask? | | | | with an opinion aren't the ones you should be listening |
| Go back to my being identified as a gifted student. | | | | to. |
| Things came rather easy to me. I was able to | | | | Just imagine if we gave the gift of hope to every |
| multi-task and as a result, I accomplished a lot while | | | | child? Imagine if we believed in our children's abilities |
| others needed more time. | | | | instead of immediately labeling them with ADHD. |
| But, this came at a price. As a result of my | | | | |