Below is another great article I found about ADD/ADHD. If your not familiar with ADD/ADHD then please read these frequently asked questions so you can easily identify if your homeschooling child has it or so you can better meet your student’s learning needs. If you are a homeschooling parent of a child with ADD/ADHD I’d love to hear about your experience.
Please provide an overview of attention deficit disorders.Attention deficit disorder is a syndrome characterized by serious and persistent difficulties in the following three specific areas:
1. Attention span.
2. Impulse control.
3. Hyperactivity (sometimes).
ADD is a chronic disorder that can begin in infancy and extend through adulthood, having negative effects on a child’s life at home, school, and within the community. It is conservatively estimated that 3 to 5% of our school-age population is affected by ADD. Even though the exact cause of ADD remains unknown, research shows that ADD is a neurologically-based medical problem. There is no one “test” for determining if a person has this disorder. An accurate diagnosis requires an assessment conducted by a well-trained professional - usually a developmental pediatrician, child psychologist, child psychiatrist, or pediatric neurologist. (From ERIC EC Digest E569, Teaching Children with Attention Deficit/Hyperactivity Disorders).
What information is available on legal issues and attention deficit disorder?
Most students with ADD are served in the general education classroom. Some students may receive services under the rules and regulations of either Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act of 1973. The IDEA defines as eligible only students who have certain specified types of disabilities and who, because of one of those conditions, need special education and specially designed instruction. Section 504 protects all qualified students with disabilities, defined as those having any physical or mental impairment that substantially limits one or more major life activities including learning. Section 504 covers all students who meet this definition, even if they do not need to be in a special education program. It is important for classroom teachers and other professionals who work with these students to understand the classroom modifications and accommodations that can assist these students. (From Section 504 and the ADA Promoting Student Access: A Resource Guide for Educators. Council for Exceptional Children, Reston, VA).
What can you tell me about the use of Ritalin and other medications in the treatment of ADD? What are some alternatives to medication?
No cure or “quick fix” exists to treat AD/HD. The symptoms, however, can be managed through a combination of efforts. management approaches need to be designed to assist the child behaviorally, educationally, psychologically, and, in many instances, pharmacologically. Medication has proven effective for many children with AD/HD. Most experts agree, however, that medication should never be the only treatment used. Many parents and teachers have heard that mega-vitamins, chiropractic scalp massage, visual/ocular motor training, biofeedback, allergy treatments, and diets are useful treatments for AD/HD. However, these treatments are often experimental, and advocates and parents need to become informed consumers and exercise caution when considering such treatments. (From NICHCY’s briefing paper on ADD).
I think my child is gifted. My child’s teacher says he might have an attention deficit disorder. Is this possible? Where can I get information on children who are gifted and might have an attention deficit disorder?
During the past five years, an increasing number of gifted children have been identified or diagnosed as having attention deficit disorder, with or without hyperactivity. This dramatic increase is somewhat disturbing, and has been explained in many different ways including greater awareness on the part of educational professionals and improved diagnostic techniques. However, ADD in gifted students is difficult to assess because so many of the behavioral characteristics are similar to those associated with giftedness or creativity. A child who is gifted may have ADD. Without a thorough professional evaluation, including a physical examination by a physician, it is hard to tell.
Take some time to read this great article about helping students with Attention Deficit Disorder. Included are seven solid strategies that parents and teachers should start implementing for students with ADD.
As all good teachers know, every student has unique interests, abilities, and learning styles. In a successful classroom, this individuality is respected. In fact, teachers use what they know about each individual to help students learn. This same care and respect can help the growing number of students with Attention Deficit Disorder (ADD) overcome some of the educational challenges that they face.
Distinguishing ADD from the normal range of childhood activity is difficult and requires the help of a trained professional. There is no cure for ADD. However, you can use strategies like the seven below to help students with ADD find success in your classroom.
Establish a calm, structured classroom
Set up regular routines and clear, consistent rules. While this classroom structure need not come at the expense of creativity or excitement, students with ADD are usually most comfortable in classrooms where procedures, expectations, and limits are explicit.
Provide a “stimuli-reduced study area” in a quiet, low-traffic area of the classroom. Encourage students to use it. To learn more about setting up this study space, go to KidSource Online.
Seat students with ADD away from distractions and close to you. Younger students who have trouble staying in their own spaces can benefit from clear physical boundaries, such as their own table or a box marked on the floor with colored tape.
Always be clear and concise when giving instructions
Repeat yourself! Students with ADD flourish in classrooms where reminders and previews are the norm. Be sure that students know what to expect, and give them frequent updates.
Maintain eye contact when giving verbal instructions and make sure that students understand the instructions before they begin the task. You may want to have students repeat directions back to you.
Simplify complex instructions, and break large tasks into a series of smaller, more manageable parts. Provide older students with written instructions for multistep projects. Review these instructions orally to be sure that students understand.
Use non-verbal cues to communicate with the students; for example, quiet the class by raising your hand or blinking the lights. Give private cues when students are off-task, like sending a signal to re-focus by placing your hand on the shoulder of a chatting or distracted student. If a student is struggling with written instructions, print simple, easy-to-understand icons in the margins of the page in order to draw attention to key points.
Help students to become better organized
Provide students with an easy-to-use assignment log. In this log, clearly list the day’s assignments on a clear, standardized homework schedule. Be sure to include a checklist of all books and supplies that students will need to complete the assignments. If possible, older students should make these homework schedules on their own. Remind all students to consult this notebook at the end of each day and to make sure they understand the assignments.
Take advantage of technology
Encourage students to do writing assignments on computers or word processors that have a spell-checking feature. Students can also use hand-held, computerized spellers. Of course, these aids should not replace good, comprehensive training in these basic skills. However, for projects that emphasize content mastery, technology can be a very valuable tool! Students who can demonstrate their knowledge without worrying about spelling or handwriting can feel pride in their accomplishment and enjoy a great boost in self-esteem.
Give frequent and specific praise
Be sure to tell students how much you value them. Praise all good behavior and outstanding academic performance or improvement in front of classmates or in private. Be specific - tell students exactly what they accomplished!
For example:
“Great job, Leila! You raised your hand before you answered the question!”
“Thank you for washing your paintbrush and putting it back where it belongs, Juan. You really listened to my directions!”
“What a clean desk! You are very organized today, Matt.”
Reward success in the classroom by:
Distributing small prizes, like stickers.
Adding checkmarks or stars to a prominently displayed chart.
Giving successful students firm handshakes and bright smiles.
Telling students that you are proud of them!
Share good news with family members
Tell family members about their children’s accomplishments. Don’t limit home-school communication to difficult periods or crisis situations.
Give younger students a daily home-school “report card.” Encourage them to keep cards in their assignment logs and to share them with their parents. Use this report card to describe students’ achievements and to ask for information or assistance.
There are no easy solutions to ADD, but a classroom environment that is rich in structure, support, and encouragement can nurture success in all students.
