Adhd

EDST4080 – Special Education Essay Q. Select a syndrome dealt with by special education. Describe its key symptoms and its prevalence in the general population and the school population, if available. Outline the particular problems that a child with the syndrome may have in school, some ways in which educators try to deal with these problems, and the advantages and disadvantages of those ways. What do you think should be done and why' Give your opinion. Attention-Deficit/Hyperactivity Disorder Attention-Deficit/Hyperactivity Disorder, or ADHD, is a biological disorder, which the American Psychiatric Association (APA, 2000) defines as: “a persistent pattern of inattention and/or hyperactivity that is more frequently displayed and more severe than is typically observed in individuals at a comparable level of development” (p. 85) This essay will discuss the key symptoms of ADHD, its prevalence in the general population and the school population, particular problems that students with ADHD face and ways in which educators have tried to combat these issues in the classroom along the disadvantages and/or the advantages which may occur as a result. Often fails to give close attention or makes careless mistakes in schoolwork, work, or other activities Often has difficulty sustaining attention in tasks or play activities Often does not seem to listen when spoken to directly Often does not follow through on instructions and fails to finish schoolwork, chores, or duties (not due to oppositional behaviour or failure to understand instructions) Often has difficulty organising tasks and activities Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework) Often loses things necessary for tasks or activities (e.g, toys, school assignments, pencils, books or tools) Is often easily distracted by extraneous stimuli Is often forgetful in daily activities The nine explicit symptoms of Hyperactivity-Impulsivity are: Hyperactivity Often fidgets with hands or feet squirms in seat Often leaves seat in classroom or in other situations in which remaining seated is expected Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness) Often has difficultly playing or engaging in leisure activities quietly Is often ‘on the go’ or often acts as if ‘driven by a motor’ Often talks excessively Impulsivity Often blurts out answers before questions have been completed Often has difficulty waiting turn Often interrupts or intrudes on others (e.g, butts into conversations or games) (Millichap, 2010) The prevalence of ADHD in the general population has been disputed over by many psychologists. Depending on where information is sourced, there are vastly different responses in how prevalent ADHD actually is. Cumming states that ADHD is prevalent in 3% - 5% of school aged children, however Beiderman, a child psychiatrist at Harvard Medical School and Massachusetts General Hospital, states that it is closer to 9% - 10% of children, while Lougy, DeRuvo and Rosenthal state that ADHD affects 3% - 20% of the population. The reasoning behind this is that, not all of the students may be on medication, but they are being treated in some way. Approximately one child in every classroom has ADHD and males are affected three to six times more than females (DePaul, Stoner, 2003). Students with ADHD often have problems in a variety of social situations and have academic problems. These problems are mostly due to their behavioural issues. When faced with a social situation ADHD students are often interfering with the flow of the activity, have trouble maintaining attention during play activities, are negative and unskilled when interacting with their peers, are verbally hostile, find it difficult to wait their turn and obeying the rules of a game and often intrude on others in social situations. These elements of ADHD make it difficult for students to interact with other students, as they may find them rude or stubborn. Teachers are often concerned with the behaviour of ADHD students in their classroom. Students with ADHD often find it difficult to engage in a two way conversation with peers, which makes it hard to do group work and have class discussions, they are often defiant and refuse to obey requests from the teacher, they may have a tantrum when they do not understand something, or are forced to do something they are not willing to do, they often have trouble focusing in class or are easily distracted, they have problems sustaining attention for a required amount of time, they have difficulty staying on task and deciphering overhead information. However some of the traits of ADHD do not affect their learning abilities or educational progress, however can be disruptive to teachers and other students, such as tapping on the desk, clicking pens or shaking their legs. ADHD students also speak without firstly thinking about it, which often solicits incorrect or inappropriate answers from them, their hyperactivity levels are most often inappropriate for a given setting and are often not age appropriate. Teachers describe students with ADHD, as; inattentive, careless, unable to concentrate, disorganised, easily distracted, unable to follow directions, forgetful and poor at listening and completing tasks. Due to these behavioural and social problems ADHD students usually have academic difficulties, which stem from these. For example, students with ADHD may have negative report cards, have trouble sitting exams, experience difficulty in careful work, lack organisational skill and find it difficult to listen for information regarding assignments. Because of these factors ADHD students will often have a decreased assessment mark to other students with no learning difficulties (Cumming, 2010). However the above problems which ADHD students face can be combated through careful planning and tactical strategies put in force by the classroom teacher. I think that students with ADHD need to be treated in the same manner as all other students in the classroom. While there may be different strategies, which can be approached in regards to various situations, I believe that these strategies would assist non-ADHD and students without learning difficulties also. I believe that all students need to be treated with respect and trust in order for them to respect and trust the teacher that is instructing them. I also believe that the teacher needs to be well organised, have planned thoroughly and needs to lead a structured and proactive classroom. The teacher must demonstrate the behaviour in which they want to achieve and they must ensure that students are educated in a positive and caring environment. Above all it is necessary for the teacher instructing students, especially students with ADHD, to be patient towards students behaviours and learning abilities. Frequent feedback is also needed for students to constantly increase their achievements. Through an understanding of the key symptoms, prevalence in the population, teaching strategies and the social and behavioural problems of Attention Deficit/Hyperactivity Disorder, it has become apparent that it is the educators responsibility to ensure a safe and productive working environment in the classroom, so that students with ADHD are able to actively perform in the class. Ashley Jones Z3221009 References American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, 2000, Washington, DC Armstrong, T., ADD/ADHD Alternatives in the classroom, 1999, Association for Supervision and Curriculum Development, Alexandria Cumming, T., Introduction to Special Education 1 & 2, 2010, Pearson, Sydney DuPaul, G.J., Stoner, G., ADHD in the Schools, Second Edition: Assessment and Intervention Strategies, 2003, Guilford Press, New York Lougy, R.A., DeRuvo, S., Rosenthal D., The School counsellor’s guide to ADHD: what to know and do to help your students, 2009, Corwin, California Millichap, J.G., Attention Deficit Hyperactivity Disorder Handbook: A Physician’s Guide to ADHD, 2010, Springer, New York Reif, S.F., The ADD/ADHD checklist, 2008, San Francisco Wyatt, R.J., Chew, R.H., Wyatt’s Practice Psychiatric Practice: forms and protocols for clinical use, 2005, American Psychiatric Publishing, Arlington http://ajp.psychiatryonline.org/cgi/content/full/164/6/942 http://www.psychology.org.au/community/adhd/#s2