written by Nancy DeFrates-Densch of Northern Illinois University

Now What?

Before the school year starts, Mrs. Peterson always holds a "get acquainted meeting" with the parents of her incoming kindergartners. She does this so that she can explain what the children will be doing in kindergarten, what her educational philosophy is, what her expectations are, what the procedure is for dropping students off at school the first day, and, of course, to allow parents to ask any questions and share any concerns they might have. Inevitably, parents do have concerns and questions they would like addressed.

This is what she hears from the parents:

"Joey still naps in the afternoon. Is there any way we can have him changed to the morning class?"

"Ashley has severe asthma. She'll need to have her nebulizer close by in case she has an asthma attack. Do you know how to use one?"

"I just know that Steve won't be able to sit still for very long. Do you allow the children to move a lot?"

"I sure hope you give the kids a lot of time to be active. Bill won't be able to sit still for long either."

"Alex is very advanced for his age. What can you do to challenge him?"

"Amanda is advanced, too."

"So is my Timmy."

"Well, Peter seems to be behind. I just don't know what to do with him. He doesn't speak very well."

Mrs. Peterson listens respectfully to each concern or question and assures the parents, "I'll do everything I can to ensure your children have a good year in my class. All children are different and learn at different rates, so I wouldn't be too worried about being a little bit behind or ahead. I think we'll all do fine together." As she is leaving for the evening, she chuckles at the number of parents who think their children are advanced. It's the same every year-about a third of the parents are convinced that their child is the next Einstein.

The school year begins uneventfully. The children seem to enjoy playing with each other and are adjusting to school nicely. Mrs. Peterson uses the children's free-play time to observe them. While there are obvious differences between the children, she doesn't notice that any of the children are exceptional, except perhaps for Bill and Steve. Their lack of attention and inability to sit still during story time is beginning to be a bit disruptive. Mrs. Peterson makes a note to herself to talk to their parents about the possibility that they might have attention deficit hyperactivity disorder and recommend testing. A couple of other students might be candidates for this as well, including Alex. What bundles of energy they are. While Mrs. Peterson did learn how to use Ashley's nebulizer, she hasn't had a need to use it thus far, a fact for which she is very grateful.

Each day at the beginning of class, the students have calendar time. Mrs. Peterson marks off the day of the month on the calendar with a large X and discusses the weather. She then writes a statement on the blackboard, describing the day's weather. On the tenth day of school she writes on the board, "Today is sunny and hot." She then reads the statement to the students so that they might begin to make word associations. "Today is sunny and warm." Alex shouts out, "That isn't what you wrote. You wrote today is sunny and hot." Mrs. Peterson is astounded.

Later, during free-play time she asks Alex to sit with her. Alex looks longingly at the puzzles, but grudgingly complies. "Alex, will you read this book to me?"

"Sure," replies Alex, and he does so flawlessly.

"Do you have this book at home?"

"Yep. Lots of others, too."

"How about this one? Do you have it?"

"Nope."

"Well then, suppose you try to read this one to me."

"OK, but then can I go play with the puzzles?"

"Certainly."

Alex reads the book to Mrs. Peterson, missing only a few words, and then rushes off to play with the puzzles, build towers of blocks and knock them down, and play with trucks.

The next day during calendar time Mrs. Peterson asks the class, "If today is the fifteenth day of the month and there are 30 days in the month, how could we find out how many days are left?"

The children call out, "We could count the days that don't have Xs on them."

"Very good," replies Mrs. Peterson.

Alex looks puzzled. "What's wrong, Alex?" asks Mrs. Peterson.

"Why don't we just subtract?" he asks.

1		What are the issues in this case?
2		Why do you suppose Mrs. Peterson makes light of parents' perceptions of their children's strengths?
3		How should Mrs. Peterson approach the parents of the students she believes might have ADHD?
4		Is it appropriate for her to recommend testing of any of the children? Why or why not? Would it be appropriate for her to recommend a particular doctor for this testing? Why or why not? (Check out "Diagnosing Learning Disabilities".)
5		If Alex can already read and subtract, are there other skills he has likely mastered? If so, what might they be? How might this impact his experiences in kindergarten?
6		How should Mrs. Peterson address this? (Check out "Challenging Gifted Students in the Regular Classroom".)