INFORMATION SHEET RELATING TO AD/HD IN THE CLASSROOM
At some point in classroom, children may show some weak concentration levels that lead to overreactions and actions without thinking. Thus, the children are not able to control their actions. This condition is known as Attention Deficit Hyperactivity Disorder (ADHD).
Types of ADHD
ADHD in children occurs to individuals and there are no children with the same type of ADHD.
There are three types of ADHD that can exist in children in the classroom that includes;
1. ADHD (Inattentive Type) - Children with this type of ADHD fails to pay attention.
2. ADHD (Hyperactive-Impulsive Type) - Children with Hyperactive impulsive type of ADHD are too active and are tend to go together.
3. ADHD (Combined Type) - Combined type of ADHD comprises of both symptoms that includes paying attention, and hyperactivity.
Causes of ADHD Children
Many factors can lead to the development of ADHD. According to quality medical research, it argued that ADHD is caused by neurotransmitter dysfunction, especially in the front part of the brain. Other studies indicate that genes can play a major in the development of ADHD in children. Environmental factors such as parenting, education or diet may lead to risk of infecting ADHD in children. The environmental factors are significant in the children lives and education (DeRuvo, 2009).
Need for Medical Diagnosis
Medical diagnosis of ADHD helps to provide clear definitions on the existence of the problem among children. The current diagnostic criteria for ADHD in DSM-IV are complex, but it provides a professional diagnosis on the case. Many people are involved in the diagnosis such as teachers, parents, therapists, and pediatricians. Therefore, it is important to involve medical diagnosis in the evaluation and determination of ADHD in children.
Signs and Symptoms
Children that show the following may show signs of ADHD. These includes
1. Being very active
2. Acting fast, even before thinking
3. Failures in paying attention
4. Unfinished tasks
5. Lack of focus
6. Careless mistakes
The IDEA Category
According to the education department, children diagnosed with ADHD are categorized under `Other health impaired (OHI) section. These make them eligible for special education.
IEB and 504 Plans
Under both laws, children are entitled to free public education. These include appropriate interventions, accommodations, and other social work services. IEP contain the requirements for parents to report regularly in the schools. 504 plans contain positive strategies that provide detailed interventions restricting the different types of disciplinary actions. These rules are significant in laying out appropriate mechanisms to improve the education of children with ADHD.
Ben is 9 years old. At the age of 6, his family realized he had ADHD. During these periods, he was causing much chaos. At school, he could not keep quiet while at home he never finished his duties. At times, he did some awful tings such as climbing onto the roof and careless road crossing. However, after treatment by trained medical professional things are better. The management of ADHD involved creation of educational programs, proper medication, management of child behavior and understanding ADHD.
According to Mowat (2003), trained professionals should provide students with SLI with speech and language service. The federal law defines speech and language impairment as a communication disorder that negatively affects educational performance such as fluency and voice impairments. Various special education laws including the Individuals with Disabilities Education Improvement Act (IDEA) influence SLI. These special education laws assist in determining the eligibility of the children for special education. IDEA provides the procedures of determining the person eligible for special education (DeRuvo, 2009).
The collaboration of the SLI students with speech and language pathologist (SLP) is like consultation, it change and defines the needs of a particular students. Collaboration with the speech and language pathologist occurs in various ways. Firstly, collaborations can occur through general education classroom sessions. During the general classes, teachers can screen the students of any problems with speech. It also involves consultations with teachers in order to focus on individual speech issues (Nadeau, 2006). In addition, it can be done through interpretation and progress assessment results with medical professionals. Collaborations are important as it assist in meeting specific activities. It also allows relevant communication in order to articulate functional operations. Therefore, the collaboration of students with the SLP promotes careful monitoring and evaluation of their SLI progress.
In the schools, teachers should provide communication supportive climate for the SLI children. Various strategies can be incorporated in the classrooms to assist these children. These strategies includes, use of visual support to promote their understanding such as picture cards and whiteboards, use of videos and pictures, interactive teaching by asking questions and comments and encourage sharing of information among students. These activities should also be interactive in order to encourage communication among the SLI children. In a situation when classmates have teased a child with SLI, I would advise the parent to provide positive comments and advice to the affected children in order to instill confidence. Parents should encourage the students ignore any negative comments about them. On the other hand, I would advise the students against any teasing behavior and teach them that they are equal.
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If during the classroom sessions, the teachers notes some struggles with children in the class. This becomes are great challenge to the teachers and childcare professional. The teachers should encourage parents to visit qualified medical professional for medical evaluations, but they should not speculate on the childs conditions.
Teachers can discuss the subject with parents without sounding as if you are diagnosing by encouraging the parent submit their children to regular medical evaluations. It is the duty of teachers to provide substantial reasons and information on the changes on the behaviors of their child. The provision of a clear information background on behavioral and action changes is relevant. This assists the teachers and childcare professional to sound not as if they are diagnosing. As a result, the parents are able to get the background of their child problems.
I would advise parents to visit qualified medical professionals for general medical checkups on their childs health. This is helpful to parents without implying a disability is present. The parents are able to handle their concerns about their child calmly. As a result, it helps the parents to understand any disabilities with their children. In addition, I would advise the parents to ask their children on the problems affecting them. The children understand their problems and thus, discussions with their parents are important. The parental discussions with children and medical checkups are relevant to parents in understanding their childs concerns.
As I spent my day observing students at an elementary classroom, I came across Albert Benson aged 10 years and at 5th grade. In my observation, Albert was exceptional from the other students in the classroom. The classroom consists of 20 students, 12 girls and 8 boys including Albert. Around the classrooms, there are notes and mathematics calculations painted in the walls and scatter books all over the tables. From a distance, I noticed Albert was reading alone I far corner. He seemed in deep thoughts and analysis of the book he was reading. During the classroom sessions, Albert was the first to lift his hands up to answer questions. This made me release something exceptional in him from other students. In addition, he never enjoyed when the teacher repeated the same points. These confirmed my speculations that Albert was a gifted and talented Child.
Williams syndrome describes a developmental disorder that influences the different parts of the body. The condition leads to intellectual disabilities, and cardiovascular problems. Children diagnosed with Williams syndrome have problems with visual-spatial issues such as drawing and poor memorization. This can lead to Attention deficit disorder (ADD). This medical condition affects the normal learning of children in the classrooms. Selecting grade level 5 and the writing skills, the intellectual disabilities includes the problem of writing properly and slowly.
Intellectual disabilities on the assigned themes affect the normal classrooms reading and writing. The classroom activities include comprehending sentences and pronunciations of proper tenses and sentences. Based on the intellectual disabilities noted, I would recommend modifications of the objectives and activities of the lessons. The objectives of writing clear and correct sentences and activities of comprehending proper sentence constructions should be modified. Since, intellectual disability affects memorization that makes the aspects unachievable and assists in meeting the academic needs of the students.
In addition, I would recommend two modifications that facilitate adaptive skills in the classroom lessons. The addition of group discussions as part of a lesson is significant in promoting adaptive skills. Group discussion is appropriate based on the provision of intellectual disability in order to encourage better learning. Another modification in the inclusion of presentation lessons in the lesson plan. The presentation lessons promote adaptive skills and thus, deal with any intellectual disabilities (Nadeau, 2006).
Original Lesson Plan
Writing Grade level 5
Overview: In the current world, life perceptions are based on the ability to promote education in students. It also requires relevant education processes that develop the attitudes and respects of people.
1. To teach education the use of children is writing skills
2. To introduce literature concepts through an inter-disciplinary model
Objectives: Students will be able to:
1. Writing clear and correct sentences
2. Produce research papers.
3. Recognize the elements of writing.
1. Comprehending proper sentence construction
2. Pronunciation of proper tenses and punctuations
3. Handwriting skill