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.
p.131). Therefore, this hurrying atmosphere is increasing hindering our children by not allowing them to experience childhood. Parents are hurrying their children by insisting they acquire early academic skills. Parents unwittingly also hurry their children by expecting kids behave as adults when dealing with stressful situations such as divorce, or parents who have bad coping skills, living in poverty, moving, or changing schools. Elkind brings the attention to the way schools have changed kindergarten to the new first grade where they are being tested, taught with workbooks, given homework, and take home a report card.
I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.
As working with children will not be easy in aspects of planning, teaching etc. it is important that you commit some valuable time to plan your lessons and spend your time wisely with children to help them learn. An example of this is preparing work for children of different abilities as they have different learning methods and some may take more time or require extra support due to learning difficulties etc. It is relevant for an early years practitioner to work well in a team as it is important to acknowledge everybody's contribution which is their right. You should adopt a ‘we’re in this together’ approach.You should also be aware of how to behave within your team and be supportive and co - operative.
They try and try but their learning disability changes the way they learn and special lesson plans need to be tailored to accommodate their unique learning styles. There are warning signs to help determine if your child may have a learning disability but because learning disabilities look very different from one child to next there is no single symptom or profile to use to determine proof of a problem. During the preschool years students who have problems pronouncing words, rhyming, learning the alphabet, numbers, colors, shapes or controlling crayons, pencils and scissors may have a higher likelihood of a learning disability. When they are in grades K-4 they may have trouble learning the connection between letters and sounds, confuse basic words when reading or consistently misspell words and makes frequent reading errors. When they are in grades 5-8 they might have trouble with open-ended
“Repetitive behavior involves repeated movements and verbalizations. These include motor movements, persistent attention to parts of objects and strict adherence to routines.” (Turnbull A, Turnbull R, Wehmeyer M, Exceptional Lives Special Education in Today’s Schools 2010). Now, with students who have autism it is very important to have a good simple routine and stick to it. And it is very important to tell them about a change at the beginning of the day rather than waiting right up until it is supposed to happen. Sticking to a routine will help things to not be so chaotic when it comes to transition time and telling the student about a change will help that student deal with that change before problem behavior can occur.
The strengths of early intervention are enhanced development, minimized developmental delays, and can decrease the need for special education in the future. Early intervention builds the child and family up so they can see that the disability will not hold the child down. It gives the family a head start on educational services so that the child will not fall behind when the reach grade
Spending time going through the learning activities and seeing how children have responded to a certain task or question, can really help change it for future activities. It is also important to look back at the learning objects so you can measure what the children have learned. It is important to have clear objectives at the planning stage, in order to evaluate whether pupils have achieved them after the lesson. If children have rushed through the activity and then looked bored then it would be obvious that the task was a bit too easy and not really suitable or beneficial for that group. Therefore you would need to try and make it more engaging and stimulating, perhaps by making it more difficult or time-consuming so the students really have to work to complete it.
Meeting the young person’s needs Most teenagers want reassurance when the dramatic changes of puberty kick in. Being a late or early developer can be tricky and schoolmates can be tactless and competitive. The practitioner can help the child find more productive ways to exercise their skills by encouraging them to debate and voice their opinions on current events or controversial topics. Supporting Teaching and Learning in Schools 17 Why it is important to track developmental changes Any developmental delays must be addressed quickly so that interventions can be introduced as soon as possible. It is important to keep a close check on a child’s developmental changes for the following reasons: Generally, children need to learn developmental skills in a consecutive order.
These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997). The performance of these students ultimately results in their performance that would otherwise be considered less adaptive through their counterparts (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) reported that the social cognitive theory of self regulation is extremely useful in finding how students are able to succeed throughout their education. According to Schunk and Zimmerman (1997), “the social cognitive models distinguish themselves from a purely cognitive theory and they focuses on the interrelationship among learners... their beliefs use self generated learning strategies” (Schunk & Zimmerman, 1997). The social cognitive model is one that is places emphasis on explaining how the individual’s personal behaviors and beliefs are influenced by the individuals learning environment (Schunk & Zimmerman, 1997).