[2pinokids]

Hello- we have a 8 yr. old son who was adopted from the philippines at 3 1/2/ years old. He spoke no english, and very little of his native language, but understood it. He speaks well now, but sometimes misunderstands words or phrases. He has had sessions with the Learning assistance teacher 3 to 4 times per week since gr. 1, and has a modified daily plan. He is very close to being at expected levels for reading, and math. But the teachers are saying they believe he may have A.D.D., as he is having difficulty understanding instructions, concetrating, completing his work correctly because he didn't understand what to do. He is not hyper-active, but he is a typical BOY! We were wondering if much of this is due to his English as a second language, and not A.D.D. if anyone else has expierenced this, or can give us ideas for more information on a child who has English as a second language and how it effects his learning, we would appreciate it.
thanks

[ll_bay]

I can't speak to ADD, but can a bit to ESL. My daughters came home at 3 and 6. The 3-year-old is now almost 5 and with or ahead of her peers. The 6 year old will be 8 in January, and is also right on target- an A and B student reading a bit beyond grade level. BUT, we did discover she not only had to learn in English, she had to learn how to learn in English, if that makes any sense. She'd been to school in India and there's just a lot of stuff they process differently, even if it's the same sort of material. So she had after-school ESL which included in part "how to learn" sessions and those made a world of difference. Our younger daughter hasn't had these issues, but we figure maybe that it's just that she came home young enough that it was easier for her to adapt. She's also in her second year of preschool, and it's a really great one that has helped as much as anything. Besides teaching her completely fluent English (well, as fluent as any kid her age!), it is definitely teaching her the "how to learn".

HTH

[vivismom]

I am an ESL teacher. His inability to follow instructions, etc ABSOLUTELY could be related to his language history. Do you notice that he has difficulty "intaking" language (such as reading or listening) or is it more difficult to output language (such as writing or speaking)? Many times these pairs go hand in hand. He may not have had a lot of opportunity to take in language in the first 3 years of his life (evident by his lower level of speaking his native language). This puts him at a disadvantage already, and then add to that his learning English. He wouldn't be a good candidate necessarily for ESL right now because he probably knows "too much" ENglish to be put in the class. I would suggest a highly trained ESL tutor who can begin to go over the basics with him. Obviously he will not catch up right away. GIve him as many verbal opportunities as possible and DON'T correct his errors as he's talking. Reading also does wonders for vocabulary. As far as ADD goes, it wouldn't hurt to have him tested, in addition to doing a learning disability test. He may have a deficiency in comprehension that would indicate a slight LD- and maybe he has been compensating so you wouldn't have noticed.

Good luck and I hope someone is able to help you. Be patient- he needs your support.

[qs mom]

Well, here's my take - have an eval. I ALWAYS tell parents to do the eval. The only thing you have to lose is the time it takes.

My son was brought home 6 weeks before his 3rd birthday. His language skills in his native tongue weren't that great. His language developed rapidly. He does receive SLP but not ESL. Frankly, I never thought of ESL. He SLP explained to me that his receptive language is amazing. But he has difficulty with multi-step requests. He can't follow beyond about 2 steps.

Does your child receive SLP also? You may want to look into it. It is helping my son's brain learn to process incoming information.

Could there something else? Is it stictly a language processing or could it be visual also? Could there be too much visually? My son requires step by step instructions, mostly visually. He is a tactile, visual learner. If your child received the instructions in a visual way, would this help?

[Americanga]

Like everyone else, I suggest testing if that has not been done. Also ensure a very complete medical exam. Sounds like he is getting lots of services. No need to over-do if he is basically on grade-level. Sometimes we disempower children by giving them too many disability labels. A good rule of thumb I like to use is 2-3 years of recovery for each year of abuse or neglect or lack of parenting etc. By my rule, your son is still entitled to some catch up time. Re ESL and/or LD, remember that the first 24 months are key times for neurological (brain) development. The wiring in the brain that took place in the Phillipines is in the process of being upgraded because of the language, learning and love of a new environment. Based on what you have said, I think you will see continued, slow improvement in all areas.

[Aunt Zeus]

My 2nd son came home from India and spoke no English and little Tamil. He also has CP mild MR.
I agree do the testing and if you feel they are missing a DX get another evau. My filipino son had one evalu w/ IQ of 73 the other 130 both w/i 2 monthes of each other.. But the 2nd evualor recongized the adhd and sent him home to return another day when he just could not focus instead of tsting him at ag6 for 4 hours straight.
Back to the ESL. I think while it helps we also have speech services for my east Indian son ar school and privately as well as ESL, He will be home 3 yrs this May and he is still not considered an English speaker as he falls just short. His speech therapist has mentioned add but she has found various ways to keep him focused.

Back to my older son w/ ADHD he roo had problems following directions etc and we soon realized it was the anxiety of getting the work done......one thing we did was during test he is given only one sheet at a time, oral direction if there is a handout he must keep the paper turned over and then before read the directions to the teacher or aide,nwe also used round flash card ( on dessert plates) as many children are able to retain information on a circle shape easier, 4/4 during math and gym brain exercises and color overlays when he reads after being etsted for his right color.
Avail yourself of what ever is out there. Go w/ your gut feeling and advocate. advocate.

[ptglmn]

I am a teacher. Most of my students are ESL. It could be that he is still trying to "catch up" and master the language. It could be an auditory processing thing. If you ask him to do 2-3 tasks can he complete them all or does he forget what to do after the first task? I wouldn't be too worried. Have you tried changing his diet? Many of these things have a dietary connection.

In my state (CA) teachers are not allowed to tell parents that a child may have a LD or ADD/ADHD. It makes the district liable for the testing. I hate labeling kids especially with ADD/ADHD. A lot of kids don't fit the school mode. We teachers are expected to 'yammer' at kids and have them take it all in. There is far less use of manipulatives because of the high stakes testing. Kids should be allowed to grow at their own rate. They will succeed, not at the same moment, but they will succeed.
That's just my 2 cents.

Do what you feel is right.