Students That Suffer With ADD Should NOT Be Placed In Specialized Classes

Attention deficit hyperactivity disorder (ADHD) is not considered to be a learning disability. It can be determined to be a disability under the Individuals with Disabilities Education Act (IDEA), making a student eligible to receive special education services. However, ADHD falls under the category "Other Health Impaired" and not under "Specific Learning Disabilities." Per IDEA’s definition, “Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that--

Sub characteristics of hyperactivity include inability to sit still during times of relaxation, incessant talking, problems with listening and interrupting, and inability to focus on uninteresting reading materials, constantly on the move.

When growing up, nothing is more frustrating then giving your best effort in your school work and continuously being unsuccessful. The effect it can have on a child is very damaging. Students may feel inadequate and non-intelligent in the classroom setting growing up, not to mention, being confused all at the same time about why school is such an ongoing battle for them. Why are these children trying so hard and never having any success? It is more and more common today; more than ever we see children having these problems inside and outside of classrooms all over the world. Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) can become very problematic in a child’s

Attention Deficit Disorder otherwise known as ADD is a condition that refers to an individual’s inability to control their own behavior or impulse(McEwan 70). This can begin in early childhood and interfere with children’s ability to do well in school and social situations. These patients also have troubles blocking out noise or other stimuli in order to focus on a task or what is being said. ADD is a chronic problem that can be seen as early as infancy and can extend to adulthood. There are two types of Attention Deficit Disorder. The most common form is Attention Deficit Hyperactive Disorder (ADHD). The characteristic of this type is hyperactivity, which is seen before the child enters

I have dealt with the highest degree of Attention Deficit Disorder. Between disorganization, inability to focus, and my impulsive nature to ditch homework lead to the school being my worst nightmare. Education didn’t agree with my insomnia or interests. When talking with adults about things that interested me, they would proclaim I was one of the smartest children they had ever met. Intelligence means nothing in the real world if you can’t manage yourself to focus on things that matter. The most frustrating and motivating aspect was teachers who thought I was just lazy and didn’t want to succeed. It was motivational because it created the drive for me to prove that I was worth more than my predisposition of ADD. ADD is in its own way a minority because while some may see it as a disorder there are certain nuances that suggest otherwise. For example, individuals with ADD can focus and perform just as well as anyone else if they are interested in what they are doing. ADD is also linked to higher levels of creativity. Why not create an academic environment that allows children to both learn and be interested in what they are

It is estimated that between 3 and 12 percent of the population has to deal with conditions known as Attention Deficit Hyperactivity Disorder (ADHD) or Attention Deficit Disorder (ADD). This equals approximately 3 million children in the United States alone. Both of these disorders (ADD and ADHD) exhibit the same traits leading them to be lumped together. Children affected by ADD or ADHD have behavior and emotional problems. Trouble concentrating on simple tasks, a short attention span, failing to give attention to details, and disruptive behavior are a few of the problems resulting from

Some students have major difficulties in life when faced with Attention deficit hyperactivity disorder, or more commonly referred to as “ADHD” , although if recognized early by noticing symptoms this disorder can be properly treated and contained causing minimal troubles for the victim. ADHD will distinguish itself commonly at an early age. There are exceptions to this with ADHD in adults. Some people can go years without noticing their disorder. These people in particular fall to the devastating effects of this disorder. They do have the power in their

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.

We have all known about the schoolboy who does not know how to stay in his seat at school; rather he climbs furniture and creates attention to himself. We have additionally all known a schoolgirl who gazes out the window quietly wandering off in fantasy land as opposed to giving careful consideration to the instructor. We now realize that the hyperactive kid has a neurological issue called attention deficit hyperactive disorder (ADHD) (Hallowell & Ratey, 1994; Latham, 2000). Researchers recently have concurred that the staring-off-into-space young lady likewise has ADHD - here and there called ADD of the fact that it happens without hyperactivity (Hallowell & Ratey, 1994). At the same time what happens when the kid with ADHD grows up? In what manner can mentors work with students who have ADHD?

Children who are diagnosed with ADHD struggle with managing behavior in school environments. As research has shown, students have difficulty paying attention and can be disruptive in class. This often leads to a decline in their academics and can hurt future academic achievements. There are a number of tools, programs, contracts, and classes that are available to students with ADHD. Along with a lack of attention and an abundance of hyperactivity, “twenty to thirty percent of ADHD children have an associated learning disorder of reading, spelling, writing, and arithmetic” (Daley & Birchwood, 2010). It can be difficult, as a teacher, to manage a classroom with children with ADHD. It is important that teachers, parents, and students, understand the opportunities available to them to help the child succeed.

The National Institute of Mental Health (2016) describes Attention-Deficit Hyperactivity Disorder (ADHD) as a neurodevelopment disorder that has an effect on someone 's functioning or development. ADHD affects the way someone functions because of the chronic conditions of inattention and hyperactivity-impulsivity. However, it is possible that while some people with this neurodevelopment disorder experience both hyperactivity and inattention, that others may only experience one of the behaviors. Although Attention-Deficit Disorder (ADD) is not a term used in the medical field anymore, I will still explain the difference. ADD is a type of ADHD that is also a brain disorder that has an effect on someone 's functioning, but without the hyperactivity or impulsivity behaviors (Kinman, 2015). When a student has the symptoms of inattention and hyperactivity associated with ADHD and ADD, then it may cause learning challenges in the classroom that will impact their academic success. Therefore, it is crucial for teachers to know and understand how to identify ADHD in their students, what to do when they suspect that one of their students may have ADHD, and what teaching strategies will be beneficial to that student.

Symptoms for hyperactivities includes fidgeting, talking a lot, running or climbing excessively, not being able to play quietly. Symptoms for impulsive behavior this includes blurting out answers, often interrupting, not being capable to take turns or share. (Millichap, 1998). A person who is hyperactive seems to be “on the go” or constantly in motion. The person may constantly play with whatever is in sight, talk incisively, or find it difficult to sit still during work or a school lesson. An impulsive person may not be able to control their immediate reactions or think before they act or speak. “They often show their emotions, act without considering the consequences, or blurt out inappropriate comments” (Grohol, 2013). These behaviors must also have a negative impact on the person’s social, academic, or occupational role for at least 6 months.

As a teacher of elementary school you work with all different types of children. Some children are very advanced and excel in their work and others take longer to catch on and comprehend the curriculum being taught. Children with ADHD sometimes get labeled as not being very intelligent but in most children with ADHD that is not the case in fact these types of kids tend to be very bright. Their problem does not lie with lack of intelligence but with being able to sit still and focus long enough to be taught something.

In America today, around 20% of children have learning disabilities, but only 5% are aware they have a problem. The problems of undiagnosed learning disabilities never go away. Typically adults don’t notice something’s wrong with students until the child have fallen two years behind in school. By then children learn to cover up their disability. A student named Steven Zupon is going to graduate with honors this spring and is waiting for his acceptance letters from universities from all over the country, but Steven says most of his academic career, he was a different kind of student. He said he wasn’t that nice to people, he was a bully. He had a lot of trouble concentrating in class, so instead he goofed off. In the 3rd grade his parents put him in a private school so he could get extra attention. But four years later, private school did not want him anymore. The school said he goofed off and did not come to the school to learn and he was lazy. Then Steven’s parents took him to a psychologist and he was diagnosed with ADD. Steven was 12 when he was diagnosed and a late diagnosis is rather common. I think kids would rather be looked at as trouble maker and a class clown then to have their peers think they are stupid. One child said that their whole goal for the day is to

Some students get help by having an aid in the classroom, but other students may benefit more from being pulled-out. Pulling students out of a classroom depends on the student and what their disability is. Some students being in a mainstream classroom can be very distracting and it may hurt them rather than help them. It would be a good idea for the school to ask questions to the parents to see what type of learner their child is. In my education I have seen multiple students get pulled-out of the classroom and be in a special needs room all day. A girl named Molly at Mid-Buchanan, where I went to school, was pulled-out of a traditional classroom to be put in the special needs room. Molly benefitted from being in her pull-out classroom because she received the attention she needed from a special education teacher. Some questions the teacher needs to think about when deciding if the student should be in a mainstream classroom or pulled-out is, what information will the student gain being in a pulled-out classroom, or what information with the student lose?, and will they lose the general education? These questions were discussed in Paula Kluth’s blog, she is an author, a retired special educator and a doctor who works with teachers and parents to help benefit children who have special needs. If the student gets pulled-out of the regular classroom into a special needs room, they will benefit from getting a better student-to-teacher ratio, and more of an individualized