By Thomas Armstrong
What does it suggest to a child to be categorised attention-deficit disordered (ADD)? Or to have "hyperactive" further to the label (ADHD)? What can academics do to spice up the good fortune of scholars with consciousness and behavioral problems? Are we depending too a lot on medicine for those childrens and never sufficient on new views on studying, baby improvement, the kid's socioeconomic and cultural history, organic and mental examine, and the learner's emotional and social wishes? Armstrong urges educators and oldsters to seem for the confident features in newbies who could hold the ADD/ADHD label. Are they bursting with power? Are they intensely inventive? Do they take pleasure in hands-on studying? Are they typical leaders? Are they surprisingly introspective and reflective? we have to glance past a "deficit" technique and include a extra holistic view of newbies that incorporates instructing to their a number of intelligences, studying types, and different brain-friendly techniques. for instance, right here are a few school room actions for children who "can't sit down still": - studying spelling phrases by means of having young children leap up out in their seats at the vowels and sit at the consonants. - learning the multiplication tables by way of forming a conga line, relocating round the school room counting from 1 to 30 out loud, and on each a number of of three shaking their hips and legs. - displaying styles of molecular bonding in chemistry classification via a "swing your atom" sq. dance. Thomas Armstrong, an educator and psychologist from Sonoma County, California, has greater than 26 years of educating adventure, from the first during the doctoral point. he's the writer of 2 different ASCD books, "Multiple Intelligences within the school room" and "Awakening Genius within the Classroom."
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Extra resources for ADD ADHD Alternatives in the Classroom
He suggests that normal human behavior exists along a broad spectrum of energy levels, moods, and degrees of sociability. Educators have to be very careful that they do not define this behavioral spectrum too narrowly. A ADD/ADHD ALTERNATIVES IN THE CLASSROOM 48 holistic approach to the ADD/ADHD issue would include a healthy respect for human diversity and a reticence to pathologize human beings who simply march to the beat of a different drummer. Toward a Holistic Paradigm In considering all the paradigms discussed here, you may find many different ways to think about the question of ADD/ADHD and a diversity of perspectives that educators can take toward children who have that label.
Williams, & J. T. MacDonald, personal communication (memo), September 16, 1991; Moses, 1991). As a result of this approval, people identified as having ADD/ADHD became eligible for specific benefits, including extra time in taking high-stakes tests like the Medical College Admissions Test (MCAT), Social Security money to families with an “ADD/ADHD” child, and other school and work accommodations (Machan, 1996). S. D. Warehouse, 1998; Glusker, 1997). Attention from the Popular Media As noted in Chapter 1, over the past five years attention-deficit disorder (and its chief treatment, Ritalin) have moved out of the strictly psychoeducational domain and into the popular culture through the publication of such best-sellers as Driven to Distraction (Hallowell & Ratey, 1994a), cover stories in magazines such as Time and Newsweek (Hancock, 1996; Gibbs, 1998; Wallis, 1994), and national TV time on “Oprah” and other talk shows.
The danger with the current popularity of the ADD/ADHD paradigm is that parents, teachers, and physicians might tend to gravitate toward the more superficial but popular diagnosis of ADD/ADHD, and medicate it away with short-acting Ritalin (the pharmaceutical equivalent of a behavioral Band Aid), rather than investigate the possibility of a more serious emotional disorder—one that may be significantly more difficult to treat, more expensive to treat (a problem for short-term, managed care approaches to treatment), and far less socially palatable (few parents want their kids labeled as “emotionally disturbed,” whereas the ADD/ADHD label is much more acceptable).
ADD ADHD Alternatives in the Classroom by Thomas Armstrong