Role Of Special Education - Essay Example

Attention Deficit/Hyperactivity disorder (ADHD)/LD and role of special education Attention deficit and hyperactivity is a neurobehavioral disorder which has a genetic origin and is accompanied by impaired inhibition in children. ADHD children are characterized by sustained attention disorder and hyperactivity. Research undertaken by Brook and Boaz (2006) on sixty-six parents of ADHD/LD adolescents to gauge parental perception, hopes and fears concerning ADHD/LD of their children showed impulsivity and aggressiveness, nervousness, lack of civility and anger to be the most difficult traits of ADHD/LD. Majority of parents complained about school teachers’ lack of comprehension and support towards their adolescents. Parents are found to be often criticised by educational adviser and teachers regarding their inability to nurture filial obedience among their adolescents. Low self esteem is found to be an inherent characteristic of ADHD/LD adolescents. Parents cited positive aspects of the ADHD/LD adolescents as well which include compassion for domestic animals and willingness to help others. ADHD/LD is needed to be considered as a disability, and teachers are required to undergo special orientation regarding the disability and difficulty faced by such adolescents. A proper coordinated approach between parents of ADHD/LD adolescents and teachers is crucial to bring about a supportive atmosphere for the ADHD/LD adolescents in school. The authors rightfully concluded that ADHD/LD being a genetic/neurobehavioral disorder, the best possible course of action by the school authority would be to arrange for regular counselling sessions and professional group therapy and lastly, but most importantly to boost the self esteem of the adolescents. In a study undertaken by Ghanizadeh, Bahredar, and Moeini (2006), teacher’s knowledge and attitude towards attention deficit hyperactivity disorder had been surveyed. In this study, questionnaires given to teachers in one hundred and ninety six elementary school teachers in Shiraz Province of Iran had been filled anonymously on ADHD. The study revealed teachers low attitude score towards ADHD children which reflected in their weak tolerant attitude towards an ADHD adolescent. Most of the teachers were found to unaware of ADHD. However majority believed that there is need for awareness of any ADHD students in their classes. Significant correlation was observed between knowledge and attitude of teacher, which means those with higher knowledge about ADHD have more tolerant attitude. Majority of the teachers opined that ADHD adolescents are at risk for delinquency, truancy, depression. As opined by majority of educators, ADHD children show improvement by mean age of 15.8 years. With a low ADHD knowledge, most of the comments made by the researched population can at best be considered pre-conceived. Intolerant attitude of teachers towards ADHD students which is the outcome of knowledge deficiency can best be addressed by introducing special course for teachers and on a larger scale, special training modules for teaching the LD children should be incorporated in teachers training coursework. As mentioned by the authors, involvement of the Health and Education Ministry in spreading the awareness about ADHD children through common source of mass communication like the television and radio would help boost the knowledge level of educators. Professionally trained teachers in special education can best serve and feel the pulse of the ADHD children. As wrong treatment of the ADHD children can aggravate their negativism, special training and knowledge is a sine qua none. Brook, Watemberg and Geva (2000) carried out a study to investigate teachers’ knowledge and attitude towards ADHD and LD. Forty six high school teachers from Holon, Israel participated in an anonymously filled questionnaire survey. Half of the study population favoured mainstream education for ADHD students and more than eighty percent considered I.Q. of ADHD students to be similar to non-ADHD classmates. A majority of the teachers (87%) emphasized the need of psychological support for the ADHD students. The necessity of awareness amongst teachers of pupil with ADHD is felt by most of the study population (90%). With respect to students with learning disorder (LD), more than 95% of the teachers surveyed believed the importance of awareness among educators and teachers and they also favoured reduced study requirement and lenient disciplinary action for ADHD students. The importance of continuing education and training for the educators associated with LD students are stressed by more than half of the population. This study which aimed at gauging the knowledge and attitude of high school teacher towards ADHD/LD showed low knowledge and aptitude. The problem has aggravated due to the fact that these children are continuing education in mainstream schools. They are not getting individualised education which is so essential for improving their self esteem, reinforcing their strength and for minimizing the impact of poor academic performance. As rightfully suggested by the authors, what the ADHD/LD children needs is a positive dynamic environment right from their early childhood years with lots of encouragement for each accomplishment. Tolerant attitude of teachers consequent upon special education training and increased awareness campaign through popular mass media is the key to bring out productive improvement in ADHD children. Yet another study was carried out by Brook and Boaz (2005) on 308 adolescents with ADHD/LD disorder, attending a high school devoted to special education. A 73 items questionnaire was given to be filled, after each question being scrutinized by paediatricians, psychologists, social workers, teachers and educational advisors. The study outlined the socio-behavioural self-profile of the ADHD adolescents. The study revealed that 95% of the adolescents suffer from Learning Disorder (LD) at the same time and feel despair at their academic ability and achievements. More than half of the study population consider themselves to be at par with average students around them. More than 45% reiterated that they acquired knowledge about ADHD/LD by recognising and observing identical classmates whereas 42% said that they have gained knowledge through discussions with advisors in school. More than half of the study population felt the teachers are not sensitive to their difficulties who accused them of lack of motivation. Nearly 40% adolescents suggested individualised personal psychological support and personal help with learning from their teachers. The study threw light on ADHD/LD adolescent’s perceptions and their self profile. The fact that nearly 95% of the adolescents faced difficulties in school as also in completing their homework showed teachers lack of understanding and mental support towards these children. The authors opined that their reluctance to attend school, low self esteem, and continuous learning difficulties can best be addressed simultaneously at home and at school. Teachers and educators need to assess the specific learning needs of the adolescents with ADHD/LD and try to address those in the school environment. At the home front, the parents need to treat them as ally, and not be judgemental too often which only offend and generate negativism in ADHD/LD adolescents. References Ahmad Ghanizadeh, A., Bahredar, M.J., Moeini, S.R (2006) Knowledge and attitudes towards attention deficit hyperactivity disorder among elementary school teachers, Patient Education and Counseling, Vol. 57, pp.96-100 Brook, U., and Boaz, M (2006) Attention deficit and hyperactivity disorder/learning disabilities (ADHD/LD): parental characterization and perception, Patient Education and Counseling, Vol. 63, pp.84-88 Brook, U., and Boaz, M (2005) Attention deficit and hyperactivity disorder (ADHD) and learning disabilities (LD): adolescent’s perspective, Patient Education and Counseling, Vol. 58, pp.187-191 Brook, U., Waterberg, N., and Geva, D (2000) Attitude and knowledge of attention deficit hyperactivity disorder and learning disability among high school teachers, Patient Education and Counseling, Vol. 40, pp. 247–252 Read More