Attention Deficit Hyperactivity Disorder is a controversial malady which has recently been blamed to have been promoted by overzealous pharmaceutical firms and other private concerns seeking to increase the sales of their products. …
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Curriculum and Instructional Adaptations, Attitudes and Collaboration for Students with ADHD in an Inclusive Setting
ADHD is characterized by poor attention spans, being fidgety and restless, heightened variability of task performance, impulsiveness, distinctly observable hyperactivity and inability to exhibit compliance with rule-governed behavior. Such children are easily identifiable and the usual reporting party is either the parents or the teachers’ at the primary level of education of such children. Unless special strategies and instructional adaptations are made for such children at the right stages of their life, they run the risk of being school dropouts and slipping into an abyss of psychological disorders in their adult life.
The primary focus of a teacher should therefore be to be well equipped to identify behaviors associated with ADHD in the classroom environment. The classroom has been adjudged as the best environment where such students’ can be recognized. Ready availability of children for developmental comparisons in the classroom and special demands placed on them for attention, learning and self-control elucidate the differences between them, if any. Multiple criteria for diagnosis of such children are described in the American Psychiatrist Association’s Diagnostic and Statistical Manual and a well trained and informed teacher is the best candidate to identify such children due to the close proximity, consistent contact and direct observation/evaluation of task handling abilities by them.
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Firstly, the philosophical and theoretical adaptations which are required in the minds of the teacher, the students and indeed the community; and secondly the practical mechanisms within the classroom and the practice of the teacher which would be best suited to allow for effective learning.
This is causing teachers to re-examine the curriculum and approach to teaching for the disorders while requiring new ways to assist with the teaching that is required. While there is the need to change teaching styles for students, there are also problems with understanding the complexity of the disorders and how they need to be approached.
Understanding ADHD. For such a long time, children who cannot sit still in class, will not stop talking and are often disruptive in class have been labelled as ADD, short for Attention Deficit Disorder. Over time, the word “hyperactivity” was inserted in the term, making it Attention Deficit/Hyperactivity Disorder due to the over-activity manifested by several of these children.
Accordingly, it can enable learners to obtain tangible benefits and contribute to the sustainability of the entire community. Stating precisely, an effective curriculum aims to develop cognitive, emotional, humanistic and judgmental skills of the pupils. This enables them to pursue a promising career in their adulthood and also become a responsible citizen.
There are a lot of controversies when it comes to the debate on ADHD. Some people who do not understand the condition feel that it is just an excuse for ill behavior (O’Regan 2014).
Today, unlike several years back, more people are aware of the condition. Parents are
The argument suffices if the people to whom the education or schooling program is intended to have special needs or in a euphemized situation and state are “enabled differently.” Thus, in order for the students or people with special needs or