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The teacher must also be willing to use more conventional cognitive and behavior reinforcement tactics to encourage that the student will be able to function effectively in the modern workforce.
A discussion of how the topic is related to teaching-that is, what instructional strategies does the topic promote that support student learning and how are instructional decisions made based on the topic?
It may sound both crazy and controversial, but it may be most educationally empowering to the child and the teacher alike, rather than regarding individuals who learn or comport themselves 'differently' in the classroom as burdensome, to see ADHD as a potential if difficult gift for the classroom. The ADHD way of viewing learning can provide teachers with a new way of approaching the world and the rules of the teacher-student dialogue.
Yes, of course, distracted and hyperactive behavior must conform to respectable standards within the classroom. A teacher cannot tolerate an ADHD student violating the personal space of another student, for example, or of interrupting the classroom lesson time. But the ADHD student challenges the teacher to find more hands-on kinesthetic ways of approaching material in rapid succession. This rapid succession might even be the key to the future, as students learn more about the world from the Internet, computers, television, and other hands on or audio-visual medium. All children today must be able to assimilate more information more quickly, in short bursts, and the ADHD consciousness may allow students to do so, from all levels of ability and with many different learning styles, not necessarily the learning disabled.
An explanation of what instructional opportunities would be provided in following with the chosen topic-how is a students' intellectual, social, and personal development supported? Describe a classroom, its students and teachers who embrace the topic. How would lessons be presented and how would one know learning is occurring?
ADHD students can be positively reinforced for showing respect, while still being given the opportunity to shine as a student in what is uniquely 'their' gift -- that is, their own powerful and charismatic creative strengths. A student with ADHD can be assigned a partner, to ensure that he or she turns in the assignment on time -- and has the assignment when he or she is on the bus! This also reinforces a larger goal about group and partnered learning and working with the ideas and needs that is helpful for all students, not just the student with ADHD. Also, giving an ADHD student the responsibilities of teamwork encourages a sense of responsibility.
The presence of ADHS in the classroom encourages greater clarity in lesson planning from a pedagogical perspective. Teachers can and must break down assignments into smaller, more manageable units, and include positive reinforcement strategies as the student finishes each part, which is helpful for all students, especially younger students. (U.S. Department of Education, 1994) Of course, some special accommodations may still need to be made for ADHD students. Students with ADHD may need more time than other students to focus and complete a systematic task, and require more questions or activities the teacher knows the student can successfully accomplish, to circumvent student frustrations or self-doubts.
But ideally, a classroom with a student with ADHD is more based in teamwork, more interconnected, has a more close administrative-faculty-student support connection, and relies upon clarity and challenging use of the learning process' multifaceted senses than the traditional classroom -- and thus the classroom has 'something' to offer everyone, not just the student with the ADHD diagnosis! (U.S. Department of Education, 1994)
Attention Deficit Disorders: What Teachers Should Know." (1994) U.S. Department of Education. Classroom Strategies for a Class with Students with ADD. Retrieved 4 Aug 2005 at http://www.ldonline.org/ld_indepth/add_adhd/add-school1.html#anchor131686
ADHD -- Symptoms." (2004) The Cleveland Clinic. Retrieved 4 Aug 2005 at http://aolsvc.health.webmd.aol.com/content/article/89/100386.htm
ADHD -- What is it?" (2004) The Cleveland Clinic. Retrieved 4 Aug 2005 at http://aolsvc.health.webmd.aol.com/content/article/89/100391.htm?z=1623_86000_0000_rl_02
The Medical Treatment of ADHD." (2004) The Cleveland Clinic. Retrieved 4 Aug 2005 at http://aolsvc.health.webmd.aol.com/content/article/89/100397.htm[continue]
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Attention Deficit Hyperactivity disorder is a behavioral disorder that is mostly found in children. According to one research almost 7.5% of school-aged children are suffering from some kind of ADHD related behavioral problem in the United States. In some cases, untreated symptoms can persist in the adulthood too, which can create numerous problems in the patient's social and emotional life. ADHD is rarely found in isolation as the child may
Each of the children received one of four possible treatments over a fourteen-month period - behavioral treatment, medication management, combination of the two, or usual community care. The results of this study showed that children who were treated with medication alone, which was carefully managed and individually tailored, and children who received both medication management and behavioral treatment had the best outcomes with respect to improvement of ADHD symptoms.
Attention Deficit HyperactivITY Disorder DIAGNOSIS IN CHILDREN Historical Records Attention deficit hyperactivity disorder is a diverse behavioral set of symptoms described by the hub indication of impulsivity, hyperactivity and inattention. Even as, these symptoms have a tendency to gather together, some individuals are for the most part hyperactive and impetuous, even as others are predominantly inattentive. This disease affects both toddlers and adults of all ages and should be taken seriously. When
Often is forgetful in daily activities 10. Often has difficulty maintaining alertness, orienting to requests, or executing directions 11. Often fidgets with hands or feet or squirms in seat 12. Often leaves seat in classroom or in other situations in which remaining seated is expected 13. Often runs about or climbs excessively in situations in which it is inappropriate 14. Often has difficulty playing or engaging in leisure activities quietly 15. Often is "on the
Scientists have not yet figured out what causes ADHD, even though many studies propose that genes play a large part. Like a lot of other sicknesses, ADHD almost certainly can be contributed to a mixture of factors. In addition to genetics, researchers are looking at probable environmental factors, and are examining how brain injuries, nutrition, and the social environment might add to ADHD (Attention Deficit Hyperactivity Disorder (ADHD) (2010). Most
He must have a reasonable amount of stick-to-itiveness and patience to tolerate difficult tasks; if he gives up immediately, learning will obviously be impaired. And... The ADHD child is both inattentive and readily frustrated. The learning problems are further complicated because they tend to move in vicious circles; they often snowball. (Wender, 2000, p. 22) Another related aspect is that unless the problems that the student is experiencing are related
The right medication stimulates these under-operating chemicals to make added neurotransmitters, thereby enhancing the child's potential to concentrate, have a check on the impulses, and lessen hyperactivity. Medication required to attain this usually needs a number of doses in the course of the day, since a single dose of medication remains effective for a short interval up to 4 hours. but, slow or timed-release types of medication for instance,