By Thomas Armstrong
What does it suggest to a child to be categorised attention-deficit disordered (ADD)? Or to have "hyperactive" extra to the label (ADHD)? What can academics do to spice up the luck of scholars with realization and behavioral problems? Are we depending too a lot on drugs for those children and never adequate on new views on studying, baby improvement, the kid's socioeconomic and cultural historical past, organic and mental examine, and the learner's emotional and social wishes? Armstrong urges educators and fogeys to seem for the optimistic features in newcomers who may possibly hold the ADD/ADHD label. Are they bursting with strength? Are they intensely artistic? 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" process and include a extra holistic view of newbies that incorporates instructing to their a number of intelligences, studying types, and different brain-friendly ways. for instance, the following are a few school room actions for children who "can't take a seat still": - studying spelling phrases by means of having young children bounce up out in their seats at the vowels and sit at the consonants. - getting to know 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. - exhibiting 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 in the course of the doctoral point. he's the writer of 2 different ASCD books, "Multiple Intelligences within the lecture room" and "Awakening Genius within the Classroom."
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Extra info for ADD ADHD Alternatives in the Classroom
2 ALTERNATIVES TO THE ADD/ADHD PARADIGM As I discussed in the previous chapter, the ADD/ADHD paradigm is problematic as a conceptual tool for accounting for the hyperactive, distractible, or impulsive behavior of schoolchildren. In this chapter, I’d like to explore some alternative ways of accounting for these same kinds of behavior. In essence, I present a number of competing perspectives to the biologically based, ADD/ADHD paradigm, including historical, sociocultural, cognitive, educational, developmental, gender-related, and psychoaffective perspectives.
As they had more experiences in life, received feedback from others, and acquired more life skills and self-control, many kids did in fact settle down, perhaps not entirely, but enough to be able to function well in the adult world. I recall a student whom I taught in a special education program at the elementary school level showing up years later in one of my regular college courses on child development. I could see that the hyperactive behavior from his childhood was still there, but it had changed—mostly this kind of behavior had gone “underground” as small motor movements that were scarcely observable.
Research suggests that children labeled ADD or ADHD may use incidental attention in cognitive processing and possess a more diffused or global attentional style (Ceci & Tishman, 1984; Fleisher, Soodak, & Jelin, 1984). The finding of “global attention” raises another more fundamental cognitive issue: the relationship between the symptoms of ADD/ADHD and the traits of a creative person. For if we characterize the “ADD/ADHD child” as having a mind that does not stay still, but rather focuses on whatever interests it, and does this in a highly idiosyncratic and global way, then we are moving very close to a style of mind that appears to characterize the creative person.
ADD ADHD Alternatives in the Classroom by Thomas Armstrong