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ADD - should we diagnose or not?

(3 Posts)
RosieLig Sun 10-Apr-16 22:35:08

My 14 year old has always had issues with focus. He is dyslexic although I feel his main barriers are his focus and his organisation. He is also quite lazy and will do the minimum required.

The dyslexia diagnosis has been tough and he struggles under the label even though we are positive about it with him.

The issue of focus has come up again with the school when dicussing exam arrangements. The school are saying we should consider testing for ADD as with the diagnosis he can get a separate room/breaks etc.. in his exams.

I am really conflicted. I worry massively that such a diagnosis will really effect his self esteem (already low) not helped by the 2 other boys in his year with ADD are the "naughty" ones that are unkind to him and not particularly liked :-( A positive role model (there seems to be lots with dyslexia) would make a difference.

Anyway - my questions are, what are your experiences of diagnosis, what would you do in our case with a mild-ish issue? Any experience of exam arrangements? And what practical help can he get if we choose not to medicate?

BTW we are in Scotland but will be sitting English GCSEs as at a private school.

Thanks!

Flanks Mon 11-Apr-16 10:59:39

Hi Rosie

The school are wrong here.

A seperate room, unlimited rest breaks and a prompt can be granted by the school with total discretion. No application to JCQ is required for this, they only need to be satisfied that it is comparable with his normal way of working. Short version, a diagnosis of ADD makes no difference at all for these access arrangements.

I have very little experience of ADD and so can not advise much further. What I would say is that if you feel a diagnosis will have no positive outcome for him, then there is no reason to pursue it. If you feel there could be a positive outcome in terms of support, self awareness and educational support, then there is a reason to do so.

PolterGoose Sat 23-Apr-16 22:01:54

Message withdrawn at poster's request.

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