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The definition of ADHD... ADD...and Attention Deficit Disorder...all mean the same thing.Its a condition that develops within some children in their early childhood years, but can continue into adulthood. ADD ADHD can make it difficult for people to be able to control their behavior, as well as various other symptoms. http://www.adult-child-add-adhd.com/categories/general/definition_of_adhd.php Adhd will be the abbreviation to get Attention Deficit Hyperactivity Disorder. This ailment isn't only quite controversial, but in addition varying in diagnosis and also cure. The definition of Adhd clearly indicates that the actual disorder the hyperactive disorder that comes forth through attention d eficit. These days, understanding the definition, it truly is much easier to understand how it really should be handled and also the lots of schools of believed surrounding the happening. By the requirements of traditional western treatments, the situation is definitely grounded down to as a educational disorder. It really is considered brought on to an disproportion in the particular perform of your brain's neurotransmitters. http://www.definitionofadhd.com/
The current estimation is that between 3 and 5 percent of American children suffer from some degree of attention deficit disorder. This translates to approximately 2 million children across the United States. Similarly, between 2 and 4 percent of all adults in the USA suffer from ADD ADHD. http://www.adult-child-add-adhd.com/categories/general/definition_of_adhd.php
Children with ADHD often have trouble focusing or concentrating. They may underperform at school or become incapable of finishing their homework. Children with ADHD may also become very easily bored by a given activity. The ability to pay attention ("Attention Deficit") often causes children with ADHD to mismanage their time, become confused by instructions, or frequently misplace or lose clothing, toys and homework. http://www.ehow.com/facts_5003320_behavior-children-adhd.html#ixzz2BlXV6e7x
By and large, our school systems have not handled the problem of ADHD well. Many teachers still don't recognize the problem exists, or even know what the term means. For years I have visited classrooms to inform teachers about ADHD. I have often returned to the same schools later to discover many teachers who have never heard of the term. The frequent mention of ADHD on television and radio, and in newspapers and magazines, has improved name recognition of the problem at least, but the schools still do not serve the needs of the children who have ADHD. So parents should not expect the school system to diagnose the problem- but we hope that teachers and school administrators will become more adept at seeing the problem and referring children to appropriate resources for help. The children who do best are those whose parents have identified the problem and who are advocates for their children-advocates not in a negative way, but parents who see that their children are appropriately assessed and who build on their strengths by working with them at home, and giving them the extra educational opportunities they might not otherwise get in the school system alone. A fairly small percentage, maybe 25%-30% of the parents of children who have this problem, work with their children. It is amazing what extra support kids can get from their parents, especially if the parents get involved. I know of a child who has Down's Syndrome. Her parents were told not to expect much from their daughter, but they chose to work extensively with her from infancy into early adulthood. She was given multisensory physical training and patterning from infancy, and during school years her mother attended school with her every day through the eighth grade. This was required by the school system, because the parents elected not to follow school recommendations to place their daughter in special education, but chose instead to have her mainstreamed in a regular classroom, and the school permitted this only if the mother agreed to be present every day (and all day) in the presence of her child.
As a result of parental involvement and dedication to this child's education, she was able to keep up with her peers in most subjects, and now as a young adult works as a secretary in her father's office. Her skills far exceed the expectations for an individual with Down's Syndrome. Similar opportunities exist for most children, regardless of limitations or impairments. Intimate parental connections with children always enhance outcomes and often enable children to excel beyond their usual expectations.
If parents really want their children to become the most they can become, then they need to be involved and share the responsibilities of the educational process with teachers and schools. The rewards will be higher academic performance, increased self-esteem, more intimate connections with their children- priceless gifts that cannot be purchased except with involvement.
"Regardless of age, LD/ADD students usually have an attention span significantly shorter than that of their classmates. Because their periods of concentration are so brief, they frequently look up from their work and check on what's going on around them. If there is something interesting nearby, it captures their attention so that they never return to their work. Everything in the LD/ADD child's environment competes for his attention. And extreme distractibility makes his focus very fragile. Even among highly motivated LD/ADD students who develop adequate study skills, difficulties with concentration cause lifelong problems. For the teacher, the trick is to seat pupils with a learning disability and/or an attention deficit disorder where there is little of interest to hold their attention when it's not focused on schoolwork. A seat in the front of the room is often best. This limits what's in the student's line of vision. Instead of seeing a whole room of interesting bulletin boards plus thirty or more active bodies, he sees only the front third of the room, the blackboard, and a few classmates. If the pupil is situated on the extreme left or right side of the front row, distractions can be cut to a minimum. However, front row corner seats present special problems which must be taken into consideration. Areas of heavy traffic and frequent activity should be avoided. If the teacher's desk, the wastebasket, and the pencil sharpener are on one side, the LD/ADD child should be on the other. When the choice is near the door or near the window, the door is usually the less distracting of the two."
The internet is a wealth of information regarding technology ideas specifically for children with ADHD. There are countless web resources which are an effective means to access timely information on methods to maximize your child's learning experience throughout his or her school years. Websites with technology ideas, as well as advocacy information, can be found at www.seriweb.com and www.greatschools.net. Both have ideas and links to additional websites geared toward the education needs of children with learning disabilities, including ADHD. Assistive Technology is indeed gaining much ground as a means to help children with learning disabilities, allowing them to work around their areas of difficulty and instead focus on their strengths. Assistive Technology is a terrific way for children with ADHD to reach their full learning potential by building self-reliance and increasing independent work habits. Use audio books (delivered on cassette, CDs or audio download) to engage readers in popular and classic literature and texts and improve listening and reading comprehension. Classroom Suite 4 is a unique intervention tool that combines direct instruction with a flexible tool environment to help students in grades Pre K through 5 achieve mastery in reading, writing and math. Classroom Suite 4 provides students with explicit instruction, constructive practice and embedded assessments to allow teachers to gauge progress and individualize instruction for their students. Click to Read: Life Skills consists of four entertaining, colorful, related stories which use SymbolStix to build vocabulary, encourage early literacy and support comprehension. Students can hear the story read to them in a cause and effect mode, expand meaning of text and picture symbols in an interactive mode, and can then demonstrate their understanding by arranging the symbols to retell the story in any of three reading levels. Each story also comes with three Show What You Know activities - Bingo, Concentration and Vocabulary practice. Students demonstrate their understanding of the core vocabulary by using the symbols to play at different reading levels.
Introducing Lessons: Students with ADHD learn best with a carefully structured academic lesson-one where the teacher explains what he or she wants children to learn in the current lesson and places these skills and knowledge in the context of previous lessons. Effective teachers preview their expectations about what students will learn and how they should behave during the lesson. A number of teaching-related practices have been found especially useful in facilitating this process:
Provide an advance organizer
Review previous lessons
Set learning expectations
Set behavioral expectations
State needed materials
Explain additional resources
Simplify instructions, choices, and scheduling
Conducting Lessons: In order to conduct the most productive lessons for children with ADHD, effective teachers periodically question children's understanding of the material, probe for correct answers before calling on other students, and identify which students need additional assistance. Teachers should keep in mind that transitions from one lesson or class to another are particularly difficult for students with ADHD. When they are prepared for transitions, these children are more likely to respond and to stay on task.
Concluding Lessons: Effective teachers conclude their lessons by providing advance warning that the lesson is about to end, checking the completed assignments of at least some of the students with ADHD, and instructing students how to begin preparing for the next activity.
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