...Inclusion Education and ADHD: A Hit or a Miss? Alice A. Avila-Smith COM 22 July 15, 2012 Katherine Cox Inclusion Education and ADHD Brianna, a precocious seven-year-old student diagnosed with ADHD came home from school and handed her mother a report with a turned down smile on it from her teacher indicating she was disruptive in class, earning her a time-out. Her mother asked why she talked so much in class. With a wide-eyed innocent expression on her face, Brianna says, “I don’t want to but I have to! (B. Smith, personal communication, October, 2002). For an estimated 4.5 million school-aged children diagnosed with ADHD, this same sentiment could be echoed much to the dismay of parents and teachers alike. Forty percent of these children are also diagnosed with co-morbid conditions, secondary to ADHD, such as learning, and conduct disorders or Oppositional Defiance Disorder, a condition marked with aggression, conflict-seeking, ignoring even the simplest requests, and frequent outburst (Flippin, 2005). Proponents of Inclusion Education argue integrating disabled students with their non-disabled peers into mainstream classrooms is beneficial to teaching them how to socially function in the world after high school; however, immersion does not guarantee inclusion for the ADHD student, who typically does not benefit from the one-size-fits-all classroom model. Inclusion of ADHD students in mainstream education has merit, but it has missed the mark because it leads to...
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...Understanding and Teaching Students with ADHD Evening Degree Program High Point University Understanding and Teaching Students with ADHD The stereotypes are those which we are all too familiar with: the school boy who refuses to stay in his seat for more than a few minutes at a time; instead he goes back and forth to the pencil sharpener or the trash can over and over again and is constantly tapping something when he happens to be seated. We also know of the schoolgirl who never stops staring out the window peacefully daydreaming instead of paying attention to the lesson at hand. It is now common knowledge that this type of behavior seen in the boy can usually be attributed to a neurological disorder called attention deficit hyperactivity disorder (ADHD) (Hallowell & Ratey, 1994). This diagnosis is also given to the girl in this example even though she doesn’t show signs of hyperactivity. In this case the term Attention Deficit Disorder (ADD) is sometimes used, although it is generally agreed that both are suffering from the same problem (CHADD, 1996). Both of these scenarios pose a difficult challenge for the educator. How can teachers most effectively work with children who have ADHD? What is ADHD and how is it treated? Teachers need to understand the condition of ADHD before trying to learn how to make instructional changes for the afflicted children. ADHD symptoms were previously thought to stem from the brains inability to filter competing sensory...
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...Do Schools and School Districts Recognize ADHD as a Learning Disability? Anne Smith University of California Riverside Do Schools and School Districts Recognize ADHD as a Learning Disability? A twelve year old boy named Mike, who fidgeted, played with small pieces of paper, paid more attention to events happening out the window then the paper on his desk. Mike has an IQ of 145, yet had a 2.4 grade point average. He could carry on intelligent, sophisticated conversations with adults who were engineers, teachers, veterinarians, and businessmen yet couldn’t pass an essay test on the book he read. His teachers and schools classified him as lazy. Let’s roll the clock forward twenty years, to another twelve year old boy named Orion, much like Mike; he too is classified as lazy, with an IQ of 139. Both boys were tested for learning disabilities and none were found but were diagnosed by psychiatrist and treated with medication for Attention Deficit Disorder with Hyperactivity (ADHD). It would seem that over the past twenty years little progress has been made in recognizing ADHD as a legitimate learning disorder. One can still ask the question ‘Do schools and school Districts recognize ADHD as a learning disability?’ Research bears out that they do not fully recognize ADHD as a true learning disability. Parents still must jump through many hoops to get the necessary educational help. ADHD is considered a “neurological glitch in the...
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...SameDayEssay.com ADHD Methodology 1 Methodology of Research, Data Collection and Analysis This part contains a discussion of the methodologies used to collect and analyse data for the study with the aim of determining whether mainstreaming and inclusion of children with ADHD is the best option or if alternative options are available for parents and schools that would allow special children to achieve their maximum potential. The objectives that would allow the aim of the research study to be achieved are the following: (1) To conduct semi-structured surveys involving the following target respondents: a. Special education teachers handling students with ADHD b. General education teachers in mainstreamed classes c. Parents of children with ADHD d. Parents of children without ADHD but whose children attend classes with children with ADHD e. Classmates of children with ADHD (2) To answer the following research questions to be adapted in the most appropriate manner according to the nature of the respondent (teacher, parent, or schoolmate): a. How effective is mainstreaming in dealing with ADHD students? b. How prepared are teachers in dealing with ADHD students? c. What other alternatives are they aware of or have been tried to deal with ADHD students? (3) To analyse and evaluate the data collected to find the answer(s) to the research aim as to whether mainstreaming is the best option, or if there are better alternatives, and the different conditions for the effectiveness of...
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...Teaching Students with ADHD J. Palmer Capella University Abstract In recent history, the number of students diagnosed with Attention Deficit Hyperactivity Disorder has grown tremendously; causing teachers to face new challenges on how to instruct students with behavioral and learning difficulties. Students with ADHD have not only the privilege, but also the right to learn according to the Public Law 94-142 and the Americans with Disabilities Act. There is growing debate about methods that are best for students with ADHD including reward systems for behavior, to medications administered to the individual. In order for a student to learn with ADHD, teachers should integrate a variety of techniques, a general knowledge of medications and ADHD itself. Teaching Students with ADHD Introduction Sitting still, listen quietly, concentrating are characteristics of students inside of a classroom engaged in learning. But to a student who has Attention Deficit Hyperactivity Disorder, these tasks can be somewhat a difficult challenge. Inside of the public school system, ADHD has doubled its numbers from previous findings ten years ago. For three years, I have worked with adolescent teens in the foster care system that was placed inside behavioral facilities. One of the common diagnoses of the teens included ADHD. Seeing first hand the affects of ADHD, I chose this topic to further expand my knowledge of ADHD and what strategies could maximize learning within the classroom. One...
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...hyperactivity disorder is a condition that can affect children and adults. ADHD in children can cause trouble with focus, patience, and over activity. ADHD is the most common childhood disorder and usually appear early in life often between the ages of 3 and 6. Children that are diagnosed with ADHD usually have problems at home, school and in their social life. ADHD symptoms fall into three categories: inattentive, hyperactivity, and impulsivity. The American Academy of Pediatrics has guidelines to help diagnose ADHD. The child’s pediatrician may suggest a combination of medication and behavioral therapy as part of a total treatment. Education of the child’s family is an essential component of any treatment plan, which includes special education programs, psychological intervention and drug treatment. Diagnoses, treatment, keeping track of progress are the three phases of managing ADHD. Studies show that long-term treatment with a combination of medication and behavioral therapy is far superior to just medication treatment. ADHD has nothing to do with intelligence or talent. Many children with ADHD are intellectually or artistically gifted. Attention Deficit Hyperactivity Disorder Attention Deficit Hyperactivity Disorder is a chronic condition that can affect children and adults in so many different ways. Children with ADHD may have some problems with focus, patience and over activity, but many children with ADHD can be successful in school and in life. Although no one knows...
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...common behavioral disorder that affects an estimated eight percent to ten percent of school age children. Boys are about three times more likely than girls to be diagnosed with it, though it is not yet understood why. Children with ADHD act without thinking are hyperactive and have trouble focusing. They may understand what’s expected of them but have trouble following the rules because they can’t sit still, pay attention or attend to details. Children with ADHD experience major difficulties in social relationships (Hinshaw, 2002; Landau & Moore, 1991). Studies of social impairments associated with ADHD have used a variety of measures, including positive and negative peer ratings, parent and teacher...
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...number: 12607157 ADHD and Our Children This paper explores mental disabilities and their effects on education, and some of the enhancements that could be implemented in education systems in order for children with mental disabilities to achieve their full potential. More specifically, I will analyze the reality of ADHD and its effects on young children in the school environment. As of now, very little is known about the effects of mental disorders on child outcomes (Currie and Stabile 1095). First, I will clarify the reality of Attention deficit hyperactivity disorder, showing that children with the disorder struggle with a number of behavioural, social, and academic challenges, yet they have strengths and abilities that should not be...
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...Today, a vast majority of psychologist call this ADD or ADHD. Now you ask, what is this disability, what causes it and is there any treatment for this disability. Most, because there’s a percentage of psychologist who argue that disability doesn’t even exist. Some even argue it’s from bad parenting or just having an out of control child. Children that experience learning difficulties don’t seem to fit the typical special-education categories. Today, in contrast more than 5 million children have been diagnosed with ADHD in the United States, and the percentage of children who are diagnosed has increased each year over the past decade. As many as 10% of U.S. school children have some type of mental disorder called attention-deficit/hyperactivity disorder also known as ADHD. The characteristics of this disorder usually lead to both academic and behavioral problems in school. Children are also more physically active, impulsive and or less attentive than their peers. If a child with ADHD falls more than 2 years back of his or hers peers it will be classified as having a learning disability. ADHD is not legally recognized in the special education category in the United States. It’s more of a psychological disorder that causes children to develop school related problems so severe that qualifies the individual for special education needs. What causes ADHD is still unknown, some mentalists suggest that children with ADHD are neurologically different from their peers. Some researchers...
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...Three major types of ADHD include the following: * ADHD, combined type This, the most common type of ADHD, is characterized by impulsive and hyperactive behaviors as well as inattention and distractibility. * ADHD, impulsive/hyperactive type This, the least common type of ADHD, is characterized by impulsive and hyperactive behaviors without inattention and distractibility. * ADHD, inattentive and distractible type This type of ADHD is characterized predominately by inattention and distractibility without hyperactivity. The possible causes (you must include information regarding each possible cause: biology, genetics and environment) * Multiple factors have been implicated in the development of ADHD. It can run in families, and studies indicate that genes may play a role. Certain environmental factors also may increase risk, as can problems with the central nervous system at key moments in development. Brain chemistry ADHD is thought to be caused by an imbalance of two chemical messengers, or neurotransmitters, in the brain. Researchers think that these chemicals might play an important role in ADHD. * Genetics Research suggests that ADHD tends to run in families. However, this does not mean that all children in a family will have the disorder. * Environment Certain external factors, such as smoking during pregnancy or complications during pregnancy, delivery, or infancy, may contribute to ADHD. The importance of a medical diagnosis and...
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...medical disorder called ADHD (attention deficit hyperactivity disorder). ADHD is a common behavioral disorder that affects school aged children. This percentage has increased from 7.8% in 2003. With this disorder increasing 3% per year, some begin to wonder if it is the children that are needing to be “fixed” or is it the way we teach our children. Are there alternatives to helping children with their focus other the medication? Medicating children due to ADHD is not always the answer and often alters the child’s personality. There are alternate teaching methods available for students before having them medicated. Teachers can perform these teaching methods to help children focus better in school and not get bored. Parents can help by also delivering these methods at home. Kids with ADHD may have trouble with focus, acting without thinking, hyperactivity and troubles knowing what is expected of them because they have a difficult time sitting and paying attention, so focusing on something is very difficult. The symptoms that they experience typically happen over a long period of time and do not just come in go like with children that just may be excited or anxious about something. There are no test that can diagnose ADHD. In order to evaluate the child a Dr. will meet with the child in the office as well as getting evaluations from the schools and from home to be sure that there are not issues at home that are causing the behaviors. To be diagnosed with ADHD, a child must display...
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...Attention Deficit Hyperactivity Disorder (ADHD) Many children are treated with medication for attention deficit hyperactivity disorder. The study of alternative methods of behavior modification and treatment must be seriously considered because all medications prescribed for Attention Deficit Hyperactivity Disorder (ADHD) have cumulative and damaging side effects. Many of these side effects are terribly dangerous for a child’s physical and mental health. Parents with children who are diagnosed with ADHD should reconsider the use of administering medication to their children. The steps to medicate a child for ADHD should be carefully researched, studied, and given great thought. Parents should not yield so easily to the pressures of physicians and educators to medicate their children. Based upon a minimal amount of historical studies, the psychiatric and mental health fields of medicine and the National Institute of Mental Health decided in 1998 that ADHD was a legitimate condition. Historical information was supported by studies at the Mayo Clinic and recently published on that web site. Studies reveal that very little is known about the causes of ADHD and that symptoms fall into the two broad categories of inattention and hyperactivity with impulsive behavior (Mayo Clinic). Symptoms that are most universally used when describing the behavior of a school-aged child suspected of having ADHD include: - Doesn’t maintain attention as well as most classmates -...
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...essay the topic of research is: ‘how children with Attention deficit hyperactivity disorder (ADHD) are included within a mainstream classroom and how greater efforts can be taken to ensure inclusivity for them’. Within our school setting there seem to be more pupils with ADHD (some diagnosed, some undiagnosed but will display some of the behaviours/traits of pupils diagnosed with ADHD). Pupils with ADHD do have some barriers to learning. Some of these pupils are quite able academically and, therefore, may not have been identified as requiring special educational need (SEN) support if it weren’t for the perceived negative behaviours frequently displayed. These behaviours could include: trouble sustaining attention in tasks, trouble organising tasks and activities, refusal to comply with adult instructions, fidgeting with hands or feet or squirming in seat, disruption to the lesson by talking excessively, easily frustrated and having trouble waiting for his or her turn, distress at seemingly minor issues, disturbing other children, leaving the classroom etc. A range of strategies can be used to help these pupils settle in a main stream classroom and raise their achievement. It would be interesting to find out if it is an issue of Sensory sensitivity that is largely a factor in inhibiting the learning of these pupils. Baranek (2002) and Barkley (1998) report that pupils with ADD, ODD and ADHD often have Sensory Processing concerns and also Motor planning deficits. Many people who...
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...Other Health Impaired- ADHD in Early Childhood Education Abstract The causes of ADHD are not well understood, many children with ADHD struggle in the classroom. Their inability to stay on task, impulsive behavior, and fidgeting impair their ability to learn and increase the likelihood of unsatisfactory interactions with others. Children with ADHD who are not served under IDEA are receiving services under Section 504 of the Rehabilitation Act. Schools may be required to develop and implement accommodation plans to help students with ADHD succeed in the general education classroom under the Section 504 Rehabilitation Act. There are many assistive technology devices and systems that are made available for children with ADHD; such as talking books, children’s talking calculators, and software based lessons for reading, writing and arithmetic. Attention-deficit/hyperactivity disorder (ADHD) is one of the most commonly diagnosed mental health disorders, occurring in 3% to 7% of school-age children. Approximately 5.4 million children ranging from ages 4-17 at some point have been diagnosed with ADHD. Many students with ADHD are easily distracted and struggle to focus their attention on assigned task. ADHD is a condition of the brain that affects a person’s ability to pay attention. It is most common in school-aged children. ADHD is presented in boys three times more than it is presented in girls. There are three subtypes of ADHD: predominately hyperactive/ impulsive type-...
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...ADHD: Kiddie Watch Affecting our Daily Lives Benefits of early intervention for special children stressed Article by: | | IVY LISA F. MENDOZA Manila Bulletin Website If there is one thing that has been proven beneficial to children with special needs, it is early intervention (EI). Experts say that intervention services given early to children with special needs starting from ages 0 to eight years old result to long-term benefits thus minimizing the need for special education and other related services. Among these EI services are therapies (speech, physical, occupational), special education and others. "There are also the humanistic and pragmatic rationales for EI, and the biological fact that the human brain?s plasticity allows it to develop when stimulations are provided,?? revealed Dr. Mark Reysio Cruz III, a developmental and behavioral pediatrician whose work involves children with special needs. Dr. Reysio-Cruz along with Mrs. Susana Gosalvez-Pe, a parent of three children with Attention Deficit and Hyperactivity Disorder (ADHD) recently shared their expertise and experience with early intervention, detection and assessment in special education at a symposium. Titled ??Phases to Face: Detection, Assessment and Intervention," the symposium was organized by the master?s in special education class of Dr. Lilia S. Bautista in De La Salle University (DLSU) which aimed to present varying viewpoints in dealing with children with special needs, particularly...
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