...May I Have Your Attention Please?: Teaching Student Writers with ADHD This research paper will investigate attention deficit hyperactivity disorder (ADHD) in order to encourage teachers to view the symptoms and behaviors of ADHD as variability, and to discuss how we can address variability in our teaching philosophies and pedagogies. The initial objective is to provide an understanding of the symptoms and behaviors of ADHD in order to make educators evocative of how students with ADHD function and to discuss strategies proven help students with ADHD succeed in the classroom. An additional objective of this paper is to address why teaching children with ADHD is challenging and encourage changes in teaching philosophy and pedagogy. Most teachers...
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...Introduction The class consists of twenty one students with a small number of lower level students, one vision impaired student and one student with a diagnosis of ADHD. Both the teacher and the students have formed an understanding relationship where the students know what is expected of them with an understandable amount of reiterating of class rules throughout lessons due to the age group. This understanding allows the teacher to leave the class to do a lot of individual and inquiry based work. Activities When planning the lessons the contexts had to be taken into consideration; therefore needing to revolve around Mathematics for a Year 3 level and meet content descriptions and the requirements for the lesson sequence following the Australian Curriculum. Prior to the introductory lesson of dollar value and money, students had had no mathematical lessons taught to them on the subject. These lessons have been placed at the beginning of Term 3 as they are an introductory to a new topic of mathematics. At the beginning of each lesson students are encouraged to recall what they have learned in previous...
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...Education Associations Page • National Association of Special Education Teachers (NASET) 4 • National Education Association (NEA) 4 • International Association for Special Education (IASE) 4 Professional Development • Council for Exceptional Children 5 Legal Rights and Resources for Parents • Ed.gov IDEA 5 • Wrights Law 5 • The ARC 6 • National Dissemination Center for Children with Disabilities (NICHCY) 6 • American Academy of Child & Adolescence Psychiatry 6 • Parent Pals.com 7 Educational Resources • ePals 7 • Glogster 7 Individual Disability Resources • Time 4 Learning-ADD/ADHD 8 • Ed.gov- Teaching Children with Attention Deficit Hyperactivity Disorders. 8 • Internet 4 Classrooms-Dyslexia 8 • Autism Speaks 9 • MitoAction 9 Special Education Associations National Association of Special Education Teachers (2007). Retrieved January 29, 2012, from http://www.naset.org/ The NASET is a national organization that was founded for future, current and former special education teachers when they had absolutely no organization to call their own. NASET gives support to special education teachers, as well as a place to come to stay up to date on current trends and findings in the special education field. National Education Association (NEA) (2012)...
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...Hakam Student 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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...Running head: ADHD AND HOW IT RELATES TO FAMILIES AND SCHOOLS 1 ADHD AND HOW IT RELATES TO FAMILIES AND SCHOOLS 8 ADHD and How It Relates to Families and Schools Hayleigh Weldin California State University, Bakersfield Attention-Deficit Hyperactivity Disorder (ADHD) is one of the most predominant childhood disorders and it is a community and family health problem that can result in meaningful psychiatric, social, family, and academic problems if not treated (Ercan, Ercan, Atilgan, Basay, Uysal, Berrin, & Ardic, 2015). ADHD, affects approximately five percent of school children worldwide and usually presents itself in early childhood (Prasad, Brogan, Mulvaney, Grainge, Stanton, & Sayal, 2013). Children with ADHD display...
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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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...of interactive methods such as computers and smart phones as a technique for stimulating students with Attention Deficit Disorder (ADD). According to the BBC news published February 2011, it states that one in 20 students are affected by Attention Deficit Hyperactive Disorder ( ADHD ). Attention-deficit/hyperactivity disorder (ADHD) is associated with poor grades, poor reading and math standardized test scores, and increased grade retention.Sometimes it can be hard to analyze whether a child's behavior is normal or the sign of a behavioral disorder. Unless it is recognized teachers may assume that the child does not want to learn rather than being affected by this debilitating disorder. It is important to establish the nature, severity, and persistence of these school difficulties in children with ADHD as one may assume that electronic devices are the cause of diminishing students attention. However, there are a few examples that I would like iterate one being that the IPod touch has transformed the learning experience for fourth-grade students at Central Elementary School in Escondido, California. These students are excited about learning and have seen its potential as a learning tool for students to improve their fluency and comprehension. In a six-week period, students’ reading fluency increased at six times the rate considered normal for that period of time. After six months, students gained almost two years of reading comprehension. A growing number of schools across the...
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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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... cognitive, social, emotional & behavioral as appropriate) | Ideas, strategies, suggestions for working with students in the classroom | Learning Disabilities | This is a disorder in which students are unable to perform the basic processes in understanding subjects such as language arts, math, etc. Sometimes it affects one or many areas. | * Unexpected underachievement in one or more academic areas * Severe discrepancy between expected achievement (standard test of intelligence) level and actual achievement (standard achievement test). * After unexpected achievement is documented, the exclusion clause is applied to student identification. | * Academic achievement is significantly below grade level. * Cognitive skill deficits related to memory, attention, impulsivity and or meta-cognition. * Possibly also diagnosed with ADHD. * Possible social deficits and difficulty getting along with others. * Motivational problems. | Provide clear and concise directions; adapt the curriculum to the student’s appropriate skill level; provide close supervision for the student; resource room may be a good accommodation. | Attention-Deficit Hyperactivity Disorder | Students are unable to constantly pay attention to lectures and are highly active sometimes leading to impulsive behavior. | * Criteria from the DSM-IV are used to identify students with ADHD. * There should be a collection of evidence and data regarding the symptoms * The pediatrician should obtain information...
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...About Communications and Learning Disorders what we know about Communications and Learning Disorders is that: * they are neurological conditions which keep people off track. * Either from having no self control (ADHD) of attention and/or impulsivity. * Or impairs their perceptions and processing of information (SLD) either visual, auditory or kinesthetic. * Or impairs their social relatedness (Autistic Spectrum). * These conditions often prevent students from being organized, on target, attentive or focused on school work. We know that there has been a great deal of coverage on ADHD, Learning Disabilities and Autistic Spectrum on TV, in newspapers, in professional journals and elsewhere in the public eye. Yet there does not seem to be a simple answer to help deal with these students with Communications and Learning Disorders in the classroom. Students with Communications and Learning Disorders often look to their teachers as being : * distracted * disorganized * fidgety * impulsive These students are frequently * socially immature * temperamental * with short attention spans * suffering from low self-esteem Students with Communications and Learning Disorders may display one or all of the following behaviors which tend to drive teachers crazy: * fidget with hands and feet * have difficulty remaining seated * are easily distracted by visual or auditory stimuli in and outside of classroom * have difficulty waiting for turns in classroom situations ...
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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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...instructors grading students, students evaluating their professors’ instruction along with their nonverbal movements. Also discussed are the effects ADHD and ODD can have on teachers who are observing children involved in a scripted act, unknown to the teachers, and how the halo effect might cloud their review of the child being observed and graded on their behavior. Introduction The effects of what is called the “halo effect” and how it relates to grading of student projects and ratings of their disruptive disorders can have dramatic effects on the finding of research project and diagnosis’ of patients. Halo effect is properly defined as: The halo effect is the systematic bias that the rater introduces by carrying over a generalized impression of the subject from one rating to another. An instructor expects the student who does well on the first question of an examination to do well on the second. You conclude a report is good because you like its form, or you believe someone is intelligent because you agree with him or her. Halo is especially difficult to avoid when the property being studied is not clearly defined, is not easily observed, is not frequently discussed, involves reactions with others, or is a trait of high moral importance. (Cooper & Schindler, 2010, p. 298) This literary review discusses the halo effect in the education environment. Twelve articles have been reviewed and discussed on the subjects of 1) teachers rating students, 2) students rating teachers...
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...The students in the classroom had moderate disability, majority of the students had autism or ADHD. The second classroom I was able to observe and participate was in Ms.Barberro classroom. Ms.Barberro classroom was students of the third and fourth grade. The students of this classroom also had moderate disabilities, the students disabilities range from students with speech issues, down syndrome, blindness, and ADHD. In the third classroom I got to observe and participate in was Ms. Cucci class. Ms. Cucci classroom was children of kindergarten and the first grade. The students in Ms Cucci classroom had severe disabilities, the disabilities range from students with Cerebral Palsy, ADHD, autism, and down syndrome. All of these students in this classroom have emotional or behavioral issues. Being in these classrooms made me realize how quickly the classroom atmosphere can change for each student and how quickly the lesson plan can change if a student is not understanding. After being able to observe and participate in three different classrooms with different grades and different disabilities, I was able to see many different modifications and accommodations. In Mr. Ruttler’s room their were many successful accommodations. When doing a lesson of the weekly vocabulary words, he will list the words out and have the students say them out loud and go over the meaning of each word. Mr. Ruttles then makes the students write the words three or five times depending how the student is doing...
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...classroom of thirty students. One student has a learning disability present, two students had attention deficit hyperactive disorder, one student is an English language learner, and one student is a gifted student. The remaining twenty five were not specified, so I will assume they are all average level performing children. I chose to focus on the subject of teaching reading. When instructing and managing an early childhood class, the classroom arrangement can truly make or break the class. The way the class is broken up and grouped can also have a significant impact on the students. Having a classroom with a handful of students with disabilities will require curriculum and instruction modifications. To help all students remain calm, comfortable, and positive, motivational strategies will be used. Lastly, considering there are disabilities present, there will be some behavior issues that will need to be confronted and stopped as soon as possible. Some behavioral issues can be squashed just by having the proper classroom arrangement. For this class in particular, the students who get distracted easily, like the two individuals with attention deficit hyperactive disorder, should be either in the front of the classroom or close to the teacher (LDA p.1). I do not plan on changing my arrangement too often because students should have a sense of their own ownership over their space. For my class, I would not want to use individual desks to organize where my students sit, but conduct...
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...October 28, 2013 Argumentative Essay ADHD and Medicine for Children When you think of zombies what do you imagine? Do you imagine green, bloody, brain-eating monsters or small, skinny, sleep deprived children? In many cases this is what ADHD medicine turns many children into – zombie-like creatures. Stephanie’s daughter, Hannah, had always been a handful. Even as a preschooler, she would tear through the house like a tornado, shouting, roughhousing, and climbing on the furniture. Nothing seemed to have Hannah’s attention for very long. She would run away in the grocery store or in the mall. It was a full-time job parenting Hannah. Stephanie thought that her little girl was a normal child that got overly excited sometimes. Hannah’s second grade teacher began to notice how hard it was for her to calm Hannah down when she got too excited in class, so she talked to Stephanie about Hannah’s inattentiveness and disruptive behavior. “It was a struggle to get her to do simple tasks such as, homework, coloring, and brushing her teeth. She was so energetic and hyper all of the time. She couldn’t stay focused on anything for long. She would get annoyed and move on to the next thing that caught her attention,” Stephanie says. Her concerns lead her to Hannah’s pediatrician who recommended an evaluation for attention deficit hyperactivity disorder. ADHD is a common behavioral disorder that affects an estimated eight to ten percent of school-age children. Boys are about three times...
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