Achieving ADHD In Special Education

The impact both reading and writing have had on me throughout my school years has always been changing. While I have always struggled with reading comprehension, and anxiety in putting my thoughts into words when writing, I have found some relief when I am able to connect to a character in a book, or given freedom to find a topic I am interested in; which makes me excited and passionate about sharing my thoughts through writing.

ADHD is indeed a part of the Western Culture. People are familiar with the term, treatment and some behaviors that ‘shows’ its existence; and since it has become part of the culture itself it is considered as something relatively normal -or at least common. Both sides of the debate agree on the fact that the behaviors called ADHD do exist, but is it a biological disease? A conduct disorder? Or are we as humans trying to narrow our behaviors in the way where anyone who is not as ‘efficient’ as us are considered to be ‘sick’?

I have continued to excel in school, and by the summer before my freshman year, in spite of my doctor’s recommendation, I chose to be taken off of the medication for the ADHD. I was determined to be highly organized and stay focused in my classes. I have learned how to help myself pay attention and stay on task in class. I always take advantage of classroom work time since my ability to focus gets worse by the

When most people sit down in class they seldom think about the amount of effort that is subconsciously exerted just to focus on what is being said. Those who suffer from Attention Deficit Hyperactivity Disorder, better known as ADHD, are constantly reminded of the daunting task that is focusing. Living with ADHD is a fatiguing task, that has adverse psychological effects on those who suffer from the disorder. The inability to focus accompanies ADHD, which opens the pathway for other complications that carry a heavy burden. These complications lower self-esteem and can generate complications amongst friends and family.

Attention Deficit Hyperactivity Disorder, generally known as ADHD can be described as having a nonstop conversation with yourself. Constant racing thoughts, changing from one thing to another, not needing coffee because you already have a buzzed. Instead of walking, you are running. Standing in line for one minute feels like five hours. Always on the go and never looking back because, it would cause you to slow down. Imagine that always happening and not being able to control any of it. Unfortunately, this effects two to eight percent of college students dealing with ADHD and it is the most common learning disability that receives accommodations at higher levels of education (Musso and Grouvier 186). The stigma about ADHD is that it can

As your child's most important advocate, you should become familiar with your child's medical, legal, and educational rights.

Have you ever had a really difficult time in life and it turned out for the better? Learning to read and write was a process that with my mother, growing up in poverty and being bullied at school really shaped me into the person I am today. My mother had me at a young age and even though everyone told her she shouldn’t have, she went through with me and my brother's birth before the age of twenty. I remember very little about my brother’s birth since he was born sixteen months after me. You can imagine the stress and obstacles my single mother faced. Yet, somehow, she knew how to be the perfect mother to me and my brother and not only made sure we had everything we needed she made sure we used our minds from a young age making us literate before we went to school.

Prior to my formal diagnosis of ADHD, I had tremendous difficulty performing well academically. I was fine through the early grades in grammar school, and eventually hit rock bottom during my first year of junior high school. What was frustrating was the fact that I wanted to perform well academically a notion that was reinforced plenty of time by my parents, especially from my father but I would leave certain classes unsure about what material was covered and what expectations the teachers had for the students regarding homework assignments. And I could not figure out why.

The Triple-P proves its significance in the ADHD treatment with the results of the therapy. Thus, the outcome of the program allows the child to assess the situation as less critical and is a necessary mental resource for a rational approach to it. Moreover, it allows parents to show emotional sensitivity, compassion and impartiality in their interactions with children, as a result of which the child becomes more subjectively safe and stress-resistant. Nevertheless, it is significant to note particular restrictions for using the Positive Parenting Program in ADHD. A relative contraindication for using the method is the low motivation of parents to participate in it.

School is especially difficult because classrooms are designed with a certain child in-mind, and children with ADD/ADHD do not fit the model. Children with ADD/ADHD find it difficult to sit still, focus on one task for a long time, and to remain calm when certain tasks drag on.

While working in a school setting, one may encounter different types of students. Many are diagnosed with psychological, physical, and social disorders based upon psychological tests. Students receive Individualized Education Programs (IEP), which are plans put in place to assist students within the classrooms. Depending upon the progress within the modifications made, many students receive more assistance through positive behavior support plans. The students with IEP plans or behavioral issues are easily diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Due to cultural, lifestyle, and value differences many students with behavioral problems have been deemed as students with ADHD. Oftentimes, very few interventions are in place

Attention Deficit Hyperactivity Disorder, or simply referred to as ADHD, is an infuriating mental disorder that lies lurking in the minds of many people- teenagers, adults, kids, students. And although it may be very irksome for an adult with a job to have ADHD, it is unarguably the most troublesome to students, especially those in high school or higher. Having ADHD in school will definitely turn out to be a nightmare to those with intense ADHD.

When people think of ADHD they tend to think of overactive, noisy boys who are disruptive in class and won’t sit still. In reality, ADHD affects both sexes and all age groups. Also, hyperactivity is only one part of ADHD and may not be relevant at all for some children. When present, the hyperactivity often burns out by adulthood. In many cases children at school with the disorder tend to be quite smart and creative but the lack of focus can result in not doing their work, constantly daydreaming and not making contact with the present world. To help the child focus, there are some tips to follow. One of them is to keep a special journal with all the time to write down things, like what homework I have and when things are due. You can try to

Individuals with ADHD, LD and RD have more learning problems than in a child with either ADHD, learning disabilities, or RD alone (Faraone, et al., 2001; Jensen, Martin, & Cantwell, 1997; Smith & Adams, 2006). For example, students with ADHD and learning disabilities had demonstrated poorer reading skills (Woodcock Johnson III), inferior social skills, and more behavior problems when compared to their peers with learning disability alone, and those differences persisted over time (Wei et al., 2014). Yu and Shaver (2014) found that comorbid ADHD and learning disability children had lower letter word identification scores in identification tasks, teacher and parent reports to children with only learning disabilities.

“Attention-deficit/hyperactivity disorder (ADHD) is a condition affecting children and adults that is characterized by problems with attention, impulsivity, and overactivity” (CHADD). “It is a neurobiological disorder that affect 3-7 percent of school age children and may be seen as before the age of 7. The current diagnostic label is attention-deficit/hyperactivity disorder, however, in the past several other names have been used, such as brain-damaged, minimal brain dysfunction, hyperkinetic impulsive disorder, and attention deficit disorder (CHADD). ADHD is a controversial disorder. Some understand it to be a true disability, while others believe “good teaching and discipline at home resolve the problems” (Kauffman 2005).