ADHD stand for attention deficit disorder with hyperactivity. According to Smith and Tyler (2010) "attention deficit hyperactivity is an ailment of hyperactivity, impulsivity, inattention; included in other health impairments. "(Smith and Tyler, 2010) ADHD is often to referenced as attention deficit disorder (ADD). Amongst school-age children attention deficit hyperactivity disorder has been named the most common disorder. ADHD has many symptoms but the key central symptoms are inattention, hyperactivity, and impulsivity. A student's academic success is often reliant on his/her ability to maintain a task, pay attention to the educator and follow school room expectations with minimal distraction. There are many ways of coping with ADHD in the class room that can make learning effective for these students. For teachers to comprehend ADHD they need to a have knowledge about what it is and how to approach children that has this type of disorder.
Purpose
The reason for this research is to research the consequences of attention deficit hyperactivity disorder in the classroom and if there is ways to control children in the classroom that has ADHD.
Research Questions
The following research questions will be dealt with: What is ADHD; what result will ADHD have in the classroom; what are the symptoms of ADHD; how can ADHD be governed; how to instruct students with ADHD; and is ADHD a learning impairment?
Definitions
Attention Deficit Hyperactivity Disorder (ADHD) is an ailment in which a person not only has great difficulty concentrating for lots of moments but is inattentive, impulsive, and overactive. (Berger, 2009)
Learning Impairment (LD) is a impairment of sudden underachievement typically concerning reading that is resistant to treatment. (Smith and Tyler, 2010)
Inattention is the shortcoming to give consideration or target. (Smith and Tyler, 2010)
Hyperactivity can be an impaired potential to remain or concentrate for long periods of time. (Smith and Tyler, 2010)
Impulsivity is an impaired ability to regulate one's own behavior. (Smith and Tyler, 2010)
Literature Review
Attention deficit hyperactivity disorder is a labeled directed at students which have a help problem with attention and impulsiveness. Male children are the ones usually identified as having ADHD. ADHD usually benefit boys more regularly than females. The action problems usually develop by the time the kids start institution. ADHD is hard to detect.
"ADHD influences each child's brain in a different way, so each circumstance can look quite different in the class room. Children with ADHD show a range of symptoms: some seem to bounce off the surfaces, some daydream constantly, as well as others just can't seem to be to follow the guidelines. "(Block and Smith, 2010)
According to Spencer (as cited in Rowe, 2010) "ADHD influences around 5% of the primary to high school-aged populace. Once thought to be something that children outgrow, it is currently estimated that approximately 50% of those children identified as having ADHD would continue to experience the symptoms of the disorder into adulthood. "(Rowe, 2010)
"ADHD is not really a learning disability. ADHD can be an associated disorder that can hinder the individual's availableness for learning. ADHD will not effect on the brain's capacity to learn. " Sterling silver (1990) Relating to Zimmerman & Schunk (as cited in Harris, 2005) "self-regulatory skills can improve a student's academic performance and are a critical factor in child development and learning. "(Harris, 2005)
According to Schlozman and Schlozman "dealing with children that has ADHD is a task for all educators. The problems that children with ADHD experience can lead to chaos for the kid, tutor and other students in the class. "(Schlozman and Schlozman, 2000)
Findings
ADHD students have trouble studying for long periods of time. ADHD students tend to be disorganized and forgetful. ADHD students need framework to support their learning and social performance. Professors can help in many ways by making several classroom adjustments for children with ADHD. Teachers should keep distractions to the very least. Educators should make tasks interesting. When possible, instructors should couch these children away from displays and at desks rather than at group desks. Educators can reduce impulsivity by detatching as many distractions as is feasible and verbally reminding students never to follow their first impulse. Graphic organizers and analysis manuals are ways to help students become structured.
Symptoms
ADHD has three primary domains problems. The three central problems are inattention, hyperactivity and impulsivity.
"Children with ADHD are often inattentive in the school room. This can be manifested by not having the ability to follow rules or guidelines, not listening to the teacher and being distracted by external stimuli in the class. This affects children with ADHD in that they are often designated by the professor for problems with inattention. They may well not be able to complete assignments in a timely fashion and may feel inferior to their classmates. These children could also suffer poor grades because of this". (Nichols, 2010)
"Children with ADHD are hyperactive. They might not exactly having the ability to sit down still at their desks, frequently waking up and wandering about the class, asking to leave the school room to go to the nurse or the bathroom and/or acting out in various techniques distract other students. Teachers can become frustrated with this habit, and consequently, students with ADHD tend to be in big trouble. The hyperactive tendencies can negatively affect college performance and learning". (Nichols, 2010)
"Children with ADHD are impulsive and, because of their condition, may take action without forethought. They frequently blurt out in school, make noises, laugh at unacceptable times and interrupt others. Because of these actions that occur through no mistake of their own, ADHD children may necessitate parting from the group, which can adversely impact their socialization and friendships with peers". (Nichols, 2010)
Control
Some of the symptoms of ADHD tend to be manipulated with medication. If medication will not help control children with ADHD other methods can be found to aid in managing them, such as psychotherapy. Students with ADHD are often medicated to help control them. Children with ADHD are not behaving willfully. Children with ADHD are not interrupting the school or being disobedient because they are bad, they can be acting this way because of a disorder they may have. If you keep this at heart, it'll be a lot easier to respond to the child in a good, supportive way. With endurance, compassion, and lots of support, educators and parents can take care of a kid with ADHD.
Conclusion
No two children with ADHD are likewise and therefore no curriculum or educational program will be best for all children. Children, adolescents, and adults diagnosed with ADHD often find it difficult to succeed in university. "People with ADHD have a problem with various combinations of hyperactivity, impulsivity, and inattentiveness. " (Smith and Tyler, 2010) The behaviours which come from these symptoms make it challenging for students with ADHD to interact with the typical college setting just as that their non-ADHD peers. According to the guide by the US Department of Education there is
"some instructional strategies that contain proven to be successful in educating children with ADHD. However, it should be emphasized again that these techniques are also highly ideal for all children. The three main components of a successful technique for educating children with ADHD are educational education, behavioral interventions, and school room accommodations. By adding techniques from these three areas to their everyday instructional and class room management practices, educators will be empowered to boost both the educational performance and the action of the students with ADHD. In doing so, teachers will create an improved learning environment for everyone students". (US DOE)
Implications
From research I've found that it is important to find ways to keep children with ADHD interested and involved in the classroom to allow them to be successful. Teachers are not fully trained or outfitted to handle students with ADHD.
