ADHD: It’s More Than Meets the Eye

ADHD affects many of us—either personally or through someone we know. But ADHD isn’t a one-size-fits-all label. It's an umbrella term that includes a range of visible and hidden symptoms, each unique to the individual.

When people think of ADHD, they often focus on the outward behaviors: hyperactivity, difficulty regulating emotions, trouble focusing, disorganization, time management struggles, or intense fixation on something that might seem trivial to others. These are the symptoms most commonly noticed by the outside world.

The typical response to these behaviors is often medication. While medication can help reduce some of these outward symptoms, it doesn’t address the root causes or provide a comprehensive solution. It doesn’t "fix" the child or adult with ADHD.

What’s really needed is Specially Designed Instruction (SDI). Just like we teach children how to read, write, and do math, we must also teach children with ADHD essential life skills—skills that help them self-regulate, take effective notes, organize materials and time, and shift focus from one topic to another, even if they find it boring.

Seems simple, right? Then why do so many schools and educators struggle to support children with ADHD effectively? The answer isn’t always straightforward. In many places, there’s a significant shortage of staffing and funding for Special Education, which makes it harder to provide the level of support kids with ADHD really need.

If you want to ensure that your child is getting the right support in school, it's crucial to make sure their Individualized Education Plan (IEP) includes goals that target their specific challenges. These goals should focus on key areas like self-regulation, executive functioning, organization, and time management.

A critical note: It's nearly impossible to provide "Specialized Instruction" for these areas in an inclusive classroom with 20+ students—especially when some students have disabilities and others do not. General educators and paraprofessionals, while incredibly valuable, are not typically trained to deliver this type of specialized instruction. So, who is?

Depending on the skill being targeted, it could be a child’s special education teacher, an occupational therapist, a BCBA (Board Certified Behavior Analyst), a speech-language pathologist, a school psychologist, or even an adjustment counselor. These professionals have the training and expertise to provide the support your child needs to succeed.

Takeaway: If your child has ADHD, be sure their IEP includes clear, targeted goals for their specific challenges—and that they’re receiving Specialized Instruction from a qualified professional.

I’d love to hear your thoughts or experiences—drop a comment below!

Jen

New Year…New Blog!

Welcome to 2025!
With the new year here, I’ve decided to launch a blog as part of my website.

When I created Navigating Pathways, my goal was simple: to share my years of experience in Special Education with all of you.

I’ve walked many of the paths you may be on. I’ve been a Special Educator, and I’m also the parent of a child with special needs (and still am!). I’ve navigated the challenges of securing services from the public school system while my son was privately placed at the school where my husband worked. And like many of you, I’ve faced difficult decisions about medications, services, progress—and so much more.

Through this blog, I hope to offer practical tips and insights that will help you as you navigate your child(ren)’s educational journey.

Stay tuned—there’s more to come!