Case: What do you do when they're too young for special education?

Case Introduction/Commentary

In the past, children in need of special services, those with physical, cognitive, or emotional disabilities, were often taught in separate classrooms far away from the general education classrooms. Federal law requires that students with special needs be educated in the least restrictive environment. As a result, many more children with special needs are being "included" in the general education classroom. Thus, the children who make up our classrooms today have very different needs than those even 5 or 10 years ago. The following case describes a hyperactive boy who presents many challenges to the teacher and tutor working with him.

Case from Preservice Teacher

Over the last few months I have been tutoring a kindergartner named Kevin. He's intelligent and imaginative. At first, I wasn't even sure why he needed one-on-one tutoring. He seemed a little hyperactive, but I assumed that he was "just a kid being a kid." The more I worked with him, however, the more I realized that his hyperactivity was impeding his work. He seemed so distracted all the time. For example, one day after reading Kevin a story he was unable to tell me what the story had been about. It was like he had not heard one word that I had read. It was not uncommon in our time together to see Kevin staring off into the distance, paying no attention to what I was asking him to do. Although he is young, I am certain that Kevin has Attention Deficit Hyperactivity Disorder (ADHD). I have worked with other ADHD children in some of my previous experiences. Kevin has every quality that those children had. He has difficulty concentrating and maintaining attention. In addition, he displays impulsive actions and hyperactive behavior.

I have tried a number of different techniques to keep Kevin's attention. Most of them have been effective, but I am in a one-on-one situation with him so I am more able to address his needs. My concern is that Kevin may not be getting everything he needs in his classroom. The teacher in his kindergarten class tries very hard to give Kevin extra attention, but it is difficult with 20 other children in the room and limited help from an aide. I know from personal experience that first grade is the earliest most schools are willing to diagnose a child as needing special services. It seems to me that Kevin needs the help and services now. Otherwise, a year from now things could be even worse.

Case Questions

1. The author of this case argues that Kevin should be labeled ADHD so he could get special services. Do you agree with the author? Why or why not?
   
   
2. Why might it be inappropriate to label a child as young as Kevin? How could labeling Kevin be beneficial for him?
   
   
3. If Kevin is ADHD, what aspects of this disorder will be especially difficult for the teacher? What specific advice would you give Kevin's teacher about strategies or approaches she could use with Kevin to help him be successful in the classroom?
   
   
4. Do you think Kevin should be part of the general education classroom or in a special education classroom? Why? What are some alternatives to general education and special education classrooms?