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Question 15: What I have read about add and TS is that the child has difficulty learn and does not score well on test. That is not the case with Joe, inspite of the problems he is very intelligent with a high IQ.

The problems that [my son] is having at school we understand is not controllable, but the school wants to force him to act and be held accountable like the rest of the school. The problems that he had on the one day I talked about were fueled by the actions of the school and now they have taken away....part of [his] IEP along with a lot of other items that could help Joe....The school is unwilling to try and work with him and is labeled a trouble maker.

We are working with an advocate and have filed a case with the state department of education....We are frustrated ....and feel that Joe is being discriminated because of his problems which I believe is illegal. But forcing someone to do something is usually not the best way, we would like them to want to help.

Any suggestions would be helpful. R.M., OH, USA

Hello R.M.

Regarding your question about IQ and TS, each individual varies: it can depend on what, if any, other disorders besides TS are present. ADHD is one that can lead to a higher incidence of learning problems, but there is also research to suggest that an additional diagnosis of OCD may also make individuals with TS more prone to various symptoms that could also cause school problems (e.g. explosiveness and sleep difficulties).

It is often the case as well that individuals with these disorders DO have a high IQ but still have problems DEMONSTRATING what they know -- this in fact is the definition of a learning disorder (plenty of ABILITY, but for one reason or another ACHIEVEMENT, or the output of said ability, does not match the individual's cognitive level of functioning).

Regarding your son's school situation, while I can understand, appreciate, and support the need for individuals with disorders to still be accountable for their actions, they also need to be provided with a flexibility in the MEANS to the ends expected of them. This flexibility on the part of the school is borne of education in, and empathy for, the conditions the student endures. Otherwise certain situations and expectations are a "set-up" which lead to further failure, frustration, and behavioural and emotional problems on the part of the individual with the disorder. These experiences, in my estimation, can produce much more long-standing and crippling consequences than the detrimental experience of, for example, switching schools and potentially missing some curriculum in doing so.

If the school your son attends is not willing to learn about appropriate strategies, modifications, and mindframes for working with TS+, and if they are not following the plan set out by professionals in the IEP (which, at least in Canada, is not legal), then you have little choice but to pursue your rights and I applaud you mightily for doing so. Far too often people are unjustly treated and made to live with the consequences of someone else's ignorant actions.

While I always agree that you can 'catch more bees with honey than vinegar', if the school has left you no choice but to watch your son sink in esteem and academic opportunity then I believe you are making the right choice to force the issue.

Hope this helps R.M. Best of luck to you and your son.

Dr. Dunc.

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