Recently, I informally assessed two young children (Age 9-10 years) for their learning challenges. The parents had brought them to me for their supposedly ADHD (Attention Deficit Hyperactivity Disorder), Learning Disability and epilepsy & its effect on their learning. The parents had come to me especially because I have first hand experience with epilepsy and teaching children with learning difficulties. Before coming to see me I had asked them to send me their formal reports of I.Q. testing & other tests if administered. That gave me a rough sketch of them (Though I rarely rely on them). Both the children came on different days but the pattern which I saw was the same. The parents were anxious, on the edge, confused & the children were initially hesitant to speak up, interact but once the rapport was built wanting to pour their heart out. The reports had different labels for them like ADHD, aggressive, having behavioural issues, etc. But when we started ineracting with them, I was pleasantly surprised to see these same children very well behaved, full of enthusiasm, wanting to do many things ( was it seen as hyperactivity by the previous report makers?) The ADHD child, the fidgety child completed the form about himself by investing his 1 hour to that piece of paper , drawing himself & colouring him as brightest.
Anyway, what I found out was no constructive advise/solution/ programme was given to the parents and only a one dimensional picture of their child. I explained in detail, how we will work on all the positives of their child, strengthen the weaker points, how they should carry on the programme at home, how they can take charge of the situation with our help, the parent’s faces lighted up with joy. That is why I believe, urge and insist on parental engagement in the child’s leaning/remedial programme and their empowerment. To know more about our work pl log on to http://www.childraise.com ChildRaise Trust