 |
Home Contact ADD and ADHD Disabilities |
ADD and ADHD
An Attention Deficit Child’s Bill of Rights The ADD child processes information in a way different than most of us. This Bill of Rights helps remind those of us responsible for such children of their special needs. These “Rights”, if respected, can make a significant difference in the quality of life for the child, his/her parents, siblings and teachers.
Tips for
Parents and Teachers or ADHD Students My Dream IEP Meeting I just want to walk into an IEP meeting on my child one day and have them say, “Ah, the expert is here. Thank you for coming. Help us learn about your child and what makes him/her so special.” Oh, what a wonderful dream it would be! (Author Unknown) Hats off to you - Parents!!!!!!! 1. Seat the student near the teacher’s desk or where their seat will not be behind other students, which will be distracting. If they can have their own area, perhaps in a low-lit corner of the room, then they will have a better chance of paying attention. 2. Avoid distracting stimuli such as sitting near a door, an air conditioner, the pencil sharpener, a window, the heater or a disruptive student. The student will never be able to concentrate and by placing them in such a situation, you are in effect, subjecting them to stimuli that they do not have the ability to adequately handle. 3. Avoid disruptions - make transitions as easy as possible and with plenty of warning. Give signals such as - flick the lights when they have 15 minutes left on a test. Play a song for younger students when it time to clean up. Openly say to the high school class - “We only have 10 minutes left, it is time to....” Scheduling and routines are vital to the ADHD mind. 4. Maintain eye contact when giving instructions or advice. Make sure it is “clicking” and being understood by the student. 5. Be simple and give one instruction at a time. Avoid multiple commands. If possible, break it down into a to-do list or a 1-2-3 list. Also, at the beginning of the year or at each semester, it is advisable that you lay out a complete synopsis of what is to be expected of the student. Lay out a calendar - including the larger projects, field trips and science fairs. 6. Encourage students to become - and stay - organized. But first you need to understand that this is EXTREMELY DIFFICULT for an ADD/ADHD person. For most, their internal organizing structures are not functional. In other words - their internal clock is often wrong (have trouble sleeping when it becomes dark, can't wake up without an alarm clock, not knowing when an hour is up.) and their inner sense of organization is often non-existent. ADD/ADHD people have difficulty prioritizing, mentally keeping track of people and objects, and often times - they cannot figure out how to get their life on track. They feel overwhelmed, not knowing where or how to begin a project. But - there are ways to help - including: making daily and weekly checklists; using a calendar; cutting themselves off from TV or the phone by using an alarm clock; using flash cards and using lists to understand priorities and job duties. 7. Be calm, responsive and understanding. WATCH YOUR VOCAL TONE and BODY MOVEMENT. Do not sound disapproving, condescending or impatient. These kids are highly sensitive - and will pick up on your feelings and reactions. 8. Communicate with the parents - often. (Try to remain optimistic) 9. Make sure the student understands what you are saying - look at him and see it in his eyes. Bend down and talk on their physical level. If he does not understand, repeat the lessons in a calm manner. It may be necessary to keep him after class to give him your one-on-one, undivided attention. 10. Be clear and concise. 11. Give out only one assignment at a time. 12. At home, set up a place where school papers are to be placed (such as a basket by the front door) and have a specific “homework” time already set up. 13. Remember that these kids get frustrated easily. If they feel they are failing, they will be extremely hard on themselves. This will cause low self-esteem and poor performance in schools. To change that - you need to remind yourself that they need more time, more motivation, more encouragement, and more understanding - than most kids. They may need to find a solution to a problem in an unconventional manner. They may need to stretch more or to stand while reading. Allow them to find their own way of learning and completing assignments - and they will soar academically! 14. Teach relaxation techniques. Stress and anxiety come easy to ADD/ADHD people - and if they learn early how to cope with it - they will benefit from the techniques for the rest of their lives. 15. Look for their “gifts”. Many spirited children are gifted in an area such as with music, writing, acting, comedy, mechanics or sports. Look for their special aptitude and get them as involved as they want/can. The more energy they expel at what they want to - the less energy they will spend doing what you don't want them to do. 16. During classes such as health - teach the class about ADD/ADHD. Treat this as any other disorder - such as diabetes or autism - and educate the students about the lives of their classmates. 17. For younger children - parents can “shadow”. A shadow is when an adult goes into the class and watches their child - acts as a teacher's aid - but only for your child. 18. Make sure your child has an IEP - Individualized Education Plan. This will help to set goals for your child and to mark their progress. 19. Celebrate the small victories such as reading an entire book or completing a project. 20. Read up on ADD/ADHD as much as possible. Parents, school therapist, bus drivers and school teachers need to become EXPERTS on this condition. Read articles, books and stories. Be sympathetic and understanding. Include parental information in your school newsletters and hold informative parent and teachers classes. Read everything you can get your hands on! Here is some information from Terri that I'll pass on to you. (Founded in 1997 by Terri Andrews - mother of the spirited and brilliant Jacob Andrews (age 5) - Terri sought out to gain support from other parents with spirited, energetic and hard-to-parent ADHD/ADD children. A graphic artists and known-publisher, Terri began to publish Mama’s Little Helper from her home. Within a few short months, the newsletter caught on across the country and soon parents, teachers, doctors, grandparents and child care workers all over the country were subscribing and enjoying Mama’s Little Helper. Terri, who also has ADHD, is now working on a book entitled “Embracing ADHD”and hopes to bring her concepts and ideas from the newsletter - into the book. While researching for both projects, Terri found that people all over the world - from Germany to Australia - face the same symptoms, consequences and confusing questions about this disorder and she understands the problems that comes with not only parenting a behaviorally challenged child - but also the difficulties facing adults and teenagers who have the same condition. Mama’s Little Helper acts as a comprehensive guide for parents, teachers, therapist, physicians - and anyone else who needs and wants clear facts, accurate (non-biased) information about medication and possible alternatives, and REAL solutions to the variety of problems that occur with ADD/ADHD children. To order a one-year subscription (6 issues), please send $24.00 (US) or $34.00 for out of United States to: Mamaís Little Helper -- attn: Cashiers PO Box 1127, Athens Ohio 45701 1127 USA If you have any questions please feel free to contact Terri Andrews at tuqbutfy@bright.net
1. Lots of energy 2. Willing to try things - take risks 3. Ready to talk, can talk a lot 4. Gets along well with adults 5. Can do several things at one time 6. Smart 7. Need less sleep 8. Good sense of humor 9. Very good at taking care of younger kids 10. Spontaneous 11. See details that other people miss 12. Understand what it’s like to be teased or to be in trouble so are understanding of other kids 13. Can think of different and new ways of doing things 14. Volunteer to help others 15. Happy and enthusiastic 16. Imaginative - creative 17. Articulate - can say things well 18. Sensitive - compassionate 19. Eager to make new friends 20. Great memory 21. Courageous 22. More fun to be with than most kids 23. Charming 24. Warm and loving 25. Care a lot about families 26. Inquisitive 27. Quick to forgive 28. Genuine 29. Never boring 30. Empathetic 31. Perceptive ways to do things 32. Playful 33. Honest 34. Optimistic 35. Interested in new things Taken from TADA... The Attentional Disorders Association of Edmonton , Canada Teaching Tips for Attention Deficit Establishing the Proper Learning Environment
Giving Instructions To Students With ADD
Giving Assignments
Modifying Behavior And Enhancing Self-Esteem
Providing Encouragement:
Other Educational Recommendations
References American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders (3rd ed., rev.) (DSM-III-R). Washington, DC: APA. Suggested Reading Barkley, R. (1981). Hyperactive children. New York: Guilford. Canter, L., & Canter, M. (1982). Assertive discipline for parents. Santa Monica, CA: Canter & Associates. Friedman, R. (1987). Attention deficit disorder and hyperactivity. Danville, IL: Interstate Printers and Publishers. O'Brien, M. (1986). Attention deficit disorder with hyperactivity: A review. Journal of Special Education, 20(3), 281-297. Parker, H. (1988). The ADD hyperactivity workbook for parents, teachers, and kids. Plantation, FL: Impact Publications. Phelan, T. ADD-hyperactivity. Carol Stream, IL: Author. Silver, L. (1984). The misunderstood child. New York: McGraw-Hill. Wender, P. (1987). The hyperactive child, adolescent and adult. New York: Oxford University Press. For more information on ADD, write to: CHADD – Children with Attention Deficit Disorder 1859 North Pine Island Road, Suite 185 Plantation, FL 33322 (305) 587-3700 Credits This publication was prepared with funding from the U.S. Department of Education, Office of Educational Research and Improvement, under contract no. RI88062207. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education. ED313868 89 ERIC EC Digest #462. This digest was created by ERIC, the educational resources information center. For more information about ERIC, contact access eric 1-800-let-ERIC |
|
|
Foster and Adoptive Care Association
of Minnesota |
|
