Caula Rogers Eng-105 English Composition 1 03/30/2014 Dr. Victoria Smith Impact of ADHD on a Child’s Schooling Children with ADHD generally have trouble in school, only because school causes many trials for children with ADHD. ADHD is not a learning disorder; however it can cause children to have problems with learning. Furthermore, children with ADHD have an excessive rate of learning disorders and will have problems with other school-work like calculation and following a long with his/her teacher during direct instructional time. But with enduring and an efficient plan, the child will be capable of succeeding in the classroom. ADHD negatively can affect a child’s social and emotional behavior and the ability to control them in a positive manner in a school environment.
His verbal and nonverbal responses are sometimes inappropriate. His parents and teachers want more information about Harry’s cognitive functioning. The most appropriate test to assess Harry is the a. Wechsler Intelligence Scale for Children – Fourth Edition (WISC) b. Million Clinical Multiaxial Inventories (MCMI) c. Sixteen
While, factors such as constant absentness, unwanted behaviors, and low grades influence drop-out rates, school that have stricter guidelines and repercussions for the factors might make students think twice about their actions. Neo-Scholasticism needs students and teachers to be proactive in their learning styles and teaching
Everything academic revolves around the year-end state testing to the point that other subjects are usually neglected. Reading, math and writing are the main thrusts of schools, and are obviously important. However, critics state that children are not receiving well-rounded educations because of the emphasis on these subjects
Learning Disabilities, Communication Disorders & Giftedness Grand Canyon University: SPE 526 February 22, 2012 Abstract There are different types of disabilities and they affect people in different ways. Some are recognized as the child develops, others happen in the womb and some are inherited. This document will discuss the definition, characteristics and causes of learning disabilities, communication disorders and giftedness. Learning Disabilities Learning disabilities are different from a physical disability because it is not visible to the naked eye. Their fellow students don’t see them using a wheelchair or crutches but notice that they get very low grades.
The concrete operational period is the most mentioned in the book. This is when a child learns the difference between manipulations of things versus symbols. The stresses of growing up to fast often result in troublesome behavior during adolescence. Children who experience repeated school failure are likely to acquire the orientation of learned helplessness (Elkind.2001. p.131).
NCLB was established so that students were not held back in a grade and were promoted to the next grade. I think this is a political aspect that is failing our students. If a student is not understanding the material or doesn’t pass the tests showing that they understand and can retain the information, I don’t believe that they should be promoted. I believe that it only hurts the students because they get more behind as they advance through the levels. The ethical issues that regard the high stakes testing is that it could be unfair to some students.
Students who drop out often have many factors that influence their decision. Research shows that key factors for students who are at highest risk of dropping out are: poor grades in core classes, low or poor attendance, failure to be promoted to the next grade, disengagement in the classroom, and behavioral problems (Kennelly, 2007). Student boredom, lack of challenging material, and disengagement due to lack of academic rigor have also been identified as indicators of academic failure. In recent years; the legislation of No Child Left Behind Act has contributed to a situation in which educators are caught between a rock and a hard place. Knowing that students are a greater risk of dropping out when they perform poorly in school, yet increased rigor in the classroom as a strategy to decrease the dropout rate, as identified in the No Child Left Behind Act has created a “Catch-22” situation for educators (Bridgeland J. D., 2009).
It is vital that we establish the difference between errors and misconceptions because Spooner (2002) argues that although both errors and misconceptions result in incorrect answers, the reason children make these mistakes will be dependent on what they have misunderstood and how. Spooner (2002) explains that a misconception is the product of a lack of understanding of a mathematical rule or concept and suggests that is a mistake which is consistently repeated because it is linked to a conceptual misunderstanding. One example of this could be a child believes that a longer number is always larger (e.g. 247 is larger than 29 but 3.87 is smaller than 34, even though more digits are involved in writing the number). Drews (2005) concurs with Spooner (2002) but goes further to suggest that the child may have an alternative conception of the situation.
There are some major problems with using them. Students with high I.Q’s are expected to do better than the rest of their class, and on the flip side students with low I.Q.’s are expected to do worse. That is not always fair because students with low I.Q.’s might not get the attention needed simply because their teachers do not expect much from them. In the end there is no fairness to some. This leads to an ethical question of, is giving an intelligence test ethical?