| If your child has ADHD, talking to his teacher may be | | | | whether they are likely related to ADHD, and what |
| the most important thing you can do to help him | | | | you can do about them. |
| function more effectively at school in spite of his | | | | Your child's teacher will need to know what ADHD |
| ADHD, and maybe even because of the ADHD. | | | | medications your child is taking, even if he doesn't take |
| Most teachers want to help their students, and most | | | | them at school. Also explain any other ADHD |
| teachers have had ADHD kids in their classes before, | | | | treatments your child is receiving, including therapy or |
| if they've been teaching long. In general, teachers want | | | | special diet. |
| to understand ADHD and the ADHD child and in | | | | Finally, find out if your ADHD child can get any special |
| particular they want to understand your child, their | | | | services. If you are in a public school in the United |
| student. | | | | States, the answer to this is yes, there are |
| Your first step in talking to a teacher about your | | | | accomodations available for ADHD kids. Private |
| ADHD child should be to simply explain that your child | | | | schools or schools outside the U.S. will have different |
| has ADHD, that it ADHD is a common childhood illness, | | | | ADHD accomodations. |
| and that you and your child's doctor are ready to | | | | If you feel you haven't gotten the results you hoped |
| provide any information the teacher requires about | | | | for by talking to your ADHD child's teacher, or if the |
| ADHD, including a list of books and web sites that | | | | teacher feels there is more that can be done, you can |
| discuss teaching the ADHD child. | | | | also talk to a guidance counselor. These specialists |
| Next, ask if your child is having any problems in the | | | | may know more about ADHD than your average |
| classroom or on the playground. If your ADHD child is | | | | teacher and may be able to help. |
| having problems at school, find out what they are, | | | | |