I can't say I blame the poor kid for detesting work sheets — I can't think of a more mind-numbing method of "learning." In fact, I'd say there's precious little learning going on when your son is faced with worksheets. There could be any number of reasons why he reacts so negatively to worksheets, so you need to analyze the situation more. Possibilities:

1. Overuse of worksheets.
2. Doesn't understand directions.
3. Material is too difficult.
4. Lack of confidence (even if work is not too difficult).
5. Unable to maintain focus/distracted by everything around him.
6. Low working memory and/or slow processing.
7. Presentation is overwhelming (too much on a page, too crwoded, not enough white space, etc. (What may be OK for most kids may too much for your son.)
8. Ill match for your son's learning style.
9.  Lack of engagement (topic is not meaningful to him)
10. Teacher-student mismatch.
11. Too much structure/not enough flexibility in regard to rules, behavior expectations?
10. and others...

It would seem that worksheets or other paper & pencil work is adding to your son's anxiety. Apparently the presence of other kids (or certain other kids) also heightens his anxiety (During quiet work time only? During full class activities? During Uno games?)

Has your son been evaluated for learning disabilities? Sensory issues?

You say he rages and/or runs when threatened. What kind of threats are you talking about? Teacher admonitions? Things other kids say or do? (Would other kids feel threatened in similar situations, or is your son misreading the social interactions around him? Does he feel threatened by academic expectations (such as working alone on a worksheet)? Does his teacher use a point or level system for behavior, and if so, does he feel "threatened" by not being able to measure up and get enough points to obtain rewards? Does teacher give him lots of consequences and few smiles/rewards? Given the disruptiveness and danger of bolting from the classroom, I think your son needs a Functional Behavior Assessment (FBA) which will factor into a Positive Behavior Intervention Plan (BIP), which, if well done, can identify things that are triggering some of the behavior you're seeing in the classroom and point to accommodations and other interventions to make things work better. Also, you may find the book "Lost at School": by Ross Greene of interest. He would say that the standard FBA needs to be followed by a second level of assessment on a child's "thinking skills." Read his description of a traditional FBA along with a thinking-skills inventory here: http://www.lostatschool.org/answers/index.htm (Choose "Policies" and then read the answer.)

Have you sat in on the class to observe a typical morning? You might find it instructive to watch what goes on, time the activities, notice the interactions, etc. (Rather than "just" observing, you might ask the teacher to give you some kind of minor activity that keeps your hands busy, such as sorting papers or cutting materials for art projects, etc. Something that doesn't take much thought and lets you sit and observe without looking like you're watching.

Many kids with ADHD/bipolar are "younger" than their chronological age and often play better with kids 2 or 3 years younger than themselves. If your 8-year old has the energy and attention span of a kindergartner, then I wonder if his 3rd grade classroom is meeting him at his level? Would he benefit from a more hands-on, visual, kinesthetic style of learning?

Your son's placement is not working. Further assessments should uncover explanations that will point to changes that can make your son's current placement work better. Be sure to put your requests for assessments in writing and keep copies and logs of all communications with the school (letters, phone calls, emails, etc.). Things said today mayt suddenly be relevant 6 months or even a year from now.

Daunna Minnich
Moderator, JBRF Education Forum

take care,
pt

>Hi-
>This is the short version - My 8 yr old son was dx BP back
>in March of this year, also anxiety and ADD. Three phosp
>visits later, IEP finally in place,he is in a spec ed class,
>DOES NOT like big class, so it's OK -- does not like the
>other 2-3 kids who come in now and then-- he wants to be
>alone, and only do the work he knows he can do in between
>Uno games .... sigh.... he hates worksheets, work period and
>will rage, and/or run if threatened at school and has many
>times. What is it going to take to get this kid to want to
>work! To try... to move ahead. HELPPPPPPP meeeeeee, I want
>him to be happy, and learning and on level -- is that too
>much to ask?
>Distressed. Depressed and Dxed.
>
>