Essay about Students With ADD/ADHD and Class Placement

KIds with ADHD face a lot of challenges.A Challenge that is very common are learning Disabilities .It affects their way of learning because they are constantly distracted by noises in other students in their classrooms.THe most common learning disabilities are Dyslexia ,Dyscalculia,Dysgraphia,and Non-verbal disabilities these learning disabilities have an effect on a lot of people.An additional challenge is challenges with there sociasl skills.It affec ts there social skills because of there mood swings and

The inclusion of children with learning disabilities into normal classrooms has proved to exhibit both positive and negative effects on children with and without disabilities.

Students with special needs need deserve the same education general education students are presented with. The philosophy of “ Disability Inclusion” concentrates on creating a safe, loving, and effective learning environment for students who suffer from physical, learning, and behavioral disabilities. When a student with disabilities is placed in the same environment as a non-disabled student, the results show wonderful improvement. When we are able to discover the strength of the student we are able to see just how much the student can improve in an inclusion classroom. Disability Inclusion not only sets a new beginning for an equal education of special education students, but it allows for more interaction with the child, and a more hands-on assessment.

Contemporary students with learning disabilities such as ADD/ADHD are continuously perceived as incompetent to adapt to a traditional classroom setting with students who have no learning disabilities. Consequently, many students with learning disabilities are placed in classrooms that are designated only for students with learning disabilities. Schools use a non-inclusive setting when students with learning impairments like ADD/ADHD are placed in a “special class” with other learning impairment students. This non-inclusive classroom placement causes many learning impaired students to do worse academically and socially than if they had been placed in an inclusive setting. By definition, ADD/ADHD students that are placed in an inclusive

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.

As for the academic outcomes of the learning disabled students placed in an inclusion environment, it was clear from data that these students’ academic outcomes were higher than the students that were in the pullout program. The theory that segregating learning disabled students is old and outdated. The authors question if students can be academically successful in an inclusion program, how can anyone justify separate special education

To protect that student’s identity, this student will be referred to as Montrel. Montrel is a 13 year-old 7th grade student that has been diagnosed with ADD/ADHD. Montrel’s disability was confirmed based off of the BASC (Behavior Assessment System for Children) being completed on him by his general education teachers and his parents. Additionally, Montrel’s was given an IQ test to measure his academic abilities as well. He showed some discrepancies in both math and english that could have classified him as having a specific learning disability in those academic areas;However, his ADD/ADHD ruling trumps these classifications and show to be the major cause of his discrepancies in the areas of math and english. Assessment team reports were additionally completed to assist in finding Montrel’s weaknesses and strengths academically. The following data sources were additionally used to determine Montrel’s current level of performance: career clusters inventory, observations, and classroom teacher reports.

Upon shadowing a fourth grade teacher at Deer Ridge Elementary School, I decided to talk with her about the students in her classroom. Mrs. Riley first set the scene of the school for me by stating that it was in the southwest suburban area of Fort Wayne, Indiana, and this particular school was not hurting for money. She then began to explain the different children in her classroom. There were twenty-eight students from a variety of different backgrounds. There were also two students with ADHD. My first thought was, "What exactly is ADHD?" and, "Would these two children stick out from the rest of the students in the classroom?".

Numerous studies have been conducted regarding students who are diagnosed with ADHD. There is a vast assortment of different topics that can be tied into the study of students with ADHD. Sánchez-Pérez and González-Salinas (2013) state how children who are diagnosed with ADHD will face challenges both socially and academically that can affect the classroom community and/or learning environment. One could desire to learn more about this topic since this condition is very common amongst elementary school students and is a constantly evolving topic, especially for an author who is diagnosed with a variant of the condition who wants to learn more about the effects it has on academic learning. This paper examines how students with ADHD are

These students often have difficulty in the classroom as a result of their own disruptive behaviors, which often impede their learning (Barry 2002); more severe ADHD behaviors are correlated with worse academic achievement. Kids with ADHD also have trouble maintaining attention, sustaining effort, and organizing and finishing tasks (Reid 2005) - three behaviors that are crucial to learning and understanding academic information. Accordingly, they earn lower grades in school and on standardized tests in comparison with their peers who do not suffer from ADHD (Lu 2017) – these students do not have a learning disability, they simply do not attend to the information presented to them (Shillingford 2013). In fact, most students with ADHD possess average or above average intelligence, as indicated by their IQ (Daley 2010). These children simply have a low tolerance for frustration, so they will give up on a task easily if it seems overwhelming or they cannot understand how to complete it (Shillingford 2013). Due to their impulsivity, children with ADHD may have trouble withholding responses (Raggi 2006), which may result in academic errors because the child does not wait long enough to consider alternative information. These academic struggles are exacerbated because children with ADHD miss more days of school than their peers (Barbaresi 2007);

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

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.

A brief survey about previous training will be given when participants are accepted for the study. 12 vignettes describing imaginary students will be designed with the help of several mental health professionals. The vignettes will include grades, participation observations, and behavior for each student. 4 vignettes will describe average student behavior, 4 will describe typical ADHD behavior, and 4 will describe more subtle behavior that is commonly overlooked in females. The participants will also be given a chart where they can identify which students they would refer and why. A PowerPoint presentation that focuses on how female ADHD symptoms can differ, subtle warning signs, common misconceptions, and the benefits of treatment will be used as training materials. Additional copies of the chart previously used will be handed out after the presentation. A follow up survey will also be developed to give participants the chance to ask questions and give additional information.

In a classroom of 30 children, 1-3 of them will be diagnosed with ADHD, and a quarter the of children with ADHD have serious learning disabilities such as: oral expression, listening skills, reading comprehension and/or math difficulties. (Ryan, 2010).

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S