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Dennison, Schwiebert & Sealander (2002) suggest school counselor's work with students and parents in the home to identify ways the student can learn more efficiently, and identify areas where the student can work proactively with their teacher and peers (p.3). Dennison, Schwiebert & Sealander (2002) suggest it is helpful for teachers to outline to students differences in their course materials and instruction styles, and provide students with ADD/ADHD help in modifying their approach to learning in an individual manner to promote greater success and achievement. A teacher may also recommend tutor services for a student having trouble with the subject matter that is complex, and provide the student with access to "note-taking services" that will allow the student to stay more focused while in class without missing out on important material following lecture (Dennison, Schwiebert & Sealander, 2002, p. 3).
Study Skills to Organize Time and Maximize Learning
ADD/ADHD students often find it difficult to organize time efficiently to complete tasks. One way to assist them so learning is maximized is by creating a calendar, and on each day of the calendar outlining what skills and information the student should study or learn on those dates (Dennison, Schwiebert & Sealander, 2002). The authors note it is important that teachers work with students in multiple classes to help them learn a teacher's unique learning style so the student can better track materials, "course content and assignments" and even work with students to "modify tasks and instructions to help a student stay focused" (Dennison, Schwiebert & Sealander, 2002, p. 3).
Edelen-Smith et al., (1999) suggest gains in productivity are accomplished through student self-monitoring of their performance in the classroom. While this skill did not improve accuracy, it did improve student behavior and student ability to organize information and time in the classroom (Edelen-Smith, et al., 1999, p. 397).
Study Hints and Information on Topic
With the ADHD teen's short attention span and restlessness, this problem becomes crucial to solve. But how? The answer may lie in a framework and structure that allows the ADHD child to accomplish the homework throughout his or her school years (Robin, n.d.). First, the parent and child must work together to investigate the points at which they are having the problem with homework. Are they writing down the assignment properly?
Social Injustice We can define social injustice as occurring when people who are perceived to fit into one or more marginalized groups are treated differently than others not belonging to those groups (Timimi, 2005). The objective of social injustice is to maintain the status quo through any means possible. or move backwards, to a less equitable society through censorship, misinformation and media propaganda. For these marginalized individuals, there is no questioning
Interviews with his parents reveal a disturbing trend. His parents do not seem to want to challenge Christopher in any meaningful way and instead enable his lack of progress. Perhaps out of fear for his tantrums, Christopher's mother makes excuses for her son's behavior. The experiment of homeschooling Christopher has therefore been unproductive because he is not challenged, and therefore is not learning as much as he could be. His
(Bower, 129) The Hyperactivity involves fiddling with hands or feet or squirms in seat; does not continue seating when is expected to; excessive running or climbing considered not appropriate in adolescence and adults; feelings of restlessness; find it hard to play quietly; seems to be continuously on the move and talks excessively. Impulsivity includes blurts out answers prior to the question has been completed; becomes impatient waiting his turn; interruption
nology to Support ADD and ADHD Learners (K-8) Research Paper November 6, 2005 Use of Technology to Support ADD and ADHD Learners (K-8) Abstract The student with AD/HD is one that requires more specialized and individualized instruction. Technological possibilities present great potential in providing these instructional needs for the AD/HD learner. Technology implemented in the school and in the classroom is critically dependent upon collaboration in development and implementation which is inclusive of the
Self-Regulation Issues in Children and Adolescence with ADHD, ODD, and OCD Self-regulation in children and adolescence who suffer from ADHD, ODD, and OCD (Attention Deficit Hyperactive Disorder, Obsessive Compulsive Disorder, and Oppositional Defiant Disorder) is often evident due to several things. A lot of the issues in relation to self-regulation stem from additional anxiety the child/teen may feel from the difficulties experienced from these kinds of mental disorders. OCD is known