By Thomas Armstrong
What does it suggest to a child to be classified attention-deficit disordered (ADD)? Or to have "hyperactive" extra to the label (ADHD)? What can lecturers do to spice up the good fortune of scholars with cognizance and behavioral problems? Are we depending too a lot on medicine for those teenagers and never sufficient on new views on studying, baby improvement, the kid's socioeconomic and cultural history, organic and mental study, and the learner's emotional and social wishes? Armstrong urges educators and oldsters to seem for the confident features in newbies who may possibly hold the ADD/ADHD label. Are they bursting with strength? Are they intensely artistic? Do they take pleasure in hands-on studying? Are they ordinary leaders? Are they strangely introspective and reflective? we have to glance past a "deficit" technique and include a extra holistic view of rookies that incorporates instructing to their a number of intelligences, studying kinds, and different brain-friendly methods. for instance, right here are a few school room actions for children who "can't take a seat still": - studying spelling phrases through having teenagers bounce up out in their seats at the vowels and sit at the consonants. - gaining knowledge of the multiplication tables by way of forming a conga line, relocating round the lecture room counting from 1 to 30 out loud, and on each a number of of three shaking their hips and legs. - exhibiting styles of molecular bonding in chemistry category via a "swing your atom" sq. dance. Thomas Armstrong, an educator and psychologist from Sonoma County, California, has greater than 26 years of educating event, from the first in the course of the doctoral point. he's the writer of 2 different ASCD books, "Multiple Intelligences within the lecture room" and "Awakening Genius within the Classroom."
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Extra info for ADD ADHD Alternatives in the Classroom
To take an extreme position within this historical paradigm, we could regard ADD/ADHD as nothing but a historical phenomenon with very specific roots in the recent past. Even making reference to Barkley’s (1990) history, until very recently, professionals in education and other related fields associated the kinds of behavior associated with ADD/ADHD with only a relatively small number of ADD/ADHD ALTERNATIVES IN THE CLASSROOM 24 children (far less than 3–5 percent of all schoolchildren). These children thus identified had experienced very specific brain damage as a result of encephalitis, anoxia at birth, and other physical traumas or illnesses.
Carefully nurtured and channeled, these types of behavior can form the basis for later mature creativity. One thinks of someone like Winston Churchill, who was an absolute terror in childhood—a major behavior problem—who managed to take that frantic kid energy and transmute it over time into a channeled intensity that won him the Nobel Prize for Literature and helped save the world from tyranny. Gender Differences Perspective One of the most consistent findings in the field of ADD/ADHD is the preponderance of boys over girls among diagnoses made.
To identify one particular child as having the problem is considered by some family systems practitioners to be a form of “scapegoating” (Christensen, Phillips, Glasgow, & Johnson, 1983). Putting the problem onto one family member often makes it easier for other members of the family to avoid dealing with their own issues. Studies suggest that children identified as ADD/ADHD are more likely to come from families where there is marital distress, parental anxiety and depression, and other familial stresses (Carlson, Jacobvitz, & Sroufe, 1995; Diller & Tanner, 1996).