The Dreaded word HOMEWORK!!!!
One of the challenges inherent to parents of children with neurological disorders is homework.
- How do I get my child to do homework without a meltdown?
- What is a reasonable amount of time for my child to spend doing homework?
- Why is there so much homework?
- If I request modifications, will my child earn credit towards graduation?
Research demonstrates that homework—when presented in a developmentally appropriate manner—can increase student learning. However, when assignments take too long to complete or require direct parental instruction, both student and parent(s) are at risk for developing stress. The following tips may help in establishing a homework-friendly environment in your home:
• Maintain a homework routine;
• Utilize a student planner for tracking assignments;
• Establish homework time limits (10 minutes per grade level up to 2 hours, individualized according to the child’s needs and learning challenges);
• Provide a quiet space;
• Provide necessary equipment; and
• Encourage your child.
A parent-teacher partnership is essential to your child’s academic success; together, parent and teacher can assess whether the assigned homework is appropriate in magnitude, design and corresponds with the child’s abilities. As well, a teacher-student partnership can determine whether the child understands his/her assignments and is able to communicate the assignments to his/her parent(s). Teachers can play an integral role in the development of student organizational skills and academic success by teaching the child how to organize material and complete the planner accurately.
Often children with neurological or learning disabilities need homework accommodations. Most children with neurological disorders are able to do some homework, when a child with bipolar disorder is unstable during that period of instability adjustments may need to occur. It is very appropriate and maybe necessary at times to recommend reducing the amount of assigned homework or basing the student’s evaluation on the work s/he completes vs the entire work assignment.
Children requiring homework accommodations may have them written into an Individualized Education Plan (IEP) or a Section 504 plan. Following are some suggestions for possible homework accommodations:
• Modified homework or no homework during times of instability.
• Modified or reduced homework assignments in the form of:
- o Reduced number of questions.
o Scribe or reader (parent, sibling, another student).
o Child evaluation based on homework completed in pre-determined timeframe.
• Assignments updated in student planner at specific times each day.
- o S/He will take his/her assignment book to each class.
o S/He will write the assignments at the end of each class period.
o Each teacher will verify the assignment has been copied completely and correctly by initializing.
o At home, parent(s) will sign each completed assignment.
• Parent(s) will verify the student planner is packed for the next day.
• Child/teacher or child/parent will determine intermediary due dates for large assignments.
• Teachers will review all assignments and determine the child understands prior to the end of the class period.
• Teachers will communicate with parent(s) each Friday concerning any missed assignments and provide parent(s) with duplicate worksheets as needed.
• Child will be provided an extra set of books at home.
• Assignments may be completed on computer.
• Child will be offered time extensions and modified assignments as needed during times of low energy and times of instability.
• For children with handwriting or visual tracking difficulties, photocopies of all teacher lecture notes may be provided.
• Child will be provided photocopies of math questions to reduce time and avoid errors in copying from the text book.
• Child will be not be penalized for missed or late assignments but will be expected to complete the missed or late work.
Accommodations should be individualized according to the child’s level of ability and the presence and degree of learning disabilities. It is important, however, to understand that unilateral “no homework” policies neither enhance the child’s abilities nor allow them opportunities to develop employability skills. One of the essential elements of any accommodation or modification is to provide support and opportunities for success. When parents attempt to eliminate all stress from the child’s life, the child receives an unspoken message that s/he is “not capable, able, or responsible”; this message is handicapping. Children with neurological disorders need to develop homework skills that promote success and self-reliance; this is best accomplished when the child’s parents and teachers work collaboratively with the child to develop a plan that is achievable and allows them to develop skills to handle frustration, stress, and disappointment.
