adhd and slow learner

8/13/2019 ADHD and Slow Learner

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A D H D ATTENTION DEFICIT HYPERACTIVITY DISORDER

According to Centers of DiseaseControl and Prevention (CDC), inyear 2007,

there are 4500000children age 3 to 17 with ADHD.


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CHARACTERISTICS

DEFINITION

CAUSES

IMPLICATIONS IN

TEACHING AND LEARNING

1

3

4

5

TYPES2

ADHD ATTENTION DEFICITHYPERACTIVITY DISORDER


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DEFINITION

ADHD definition now includes students having limitedstrength, vitality, or alertness, including a heightened

alertness with respect to the educational environment.


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Different types of ADHD

PredominantlyInattentive Type

PredominantlyHyperactive-Impulsive Type

CombinedType

Trouble paying attentionin class and are forgetfuland easily distracted

Difficulty in organizingtask and activities

Cannot sit still, often talkexcessively, and havedifficulty playing quietly

Fidgets with hands orfeet or squirms in seats

Have features ofinattention andhyperactivity/impulsivity


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C USES OF DHD

EnvironmentalFactor

BiologicalFactor

Genetics

1 2 3

Stress in a familyor from

environmentsometimes causesymptoms ofADHD (but onlytemporarily ).

According Baren (1994)and supported by

Henderson (1999), certainteratogens increase thelikelihood that a child willdevelop ADHD.

Prenatal teratogens:maternal smoking,alcohol or drug abuse

Peri- and Postnatal:brain injuries,exposure to chemicalpoisons

ADHD ispolygenetic

(more than onefaulty gene).

Dopaminetransporterand receptorgenes affectthe studentsself-control.


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Name Liam Hill

Age 5 years old

Type ADHD Combined Type

CharacteristicsFearless, impulsive and rarelydoes what he is told

I never thought I could

dislike a child so much

{}

Video clip


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IMPLICATIONS TO TEACHING AND LEARNING


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Deviating from what therest of the class is doing

2

Frequently out of seat atinappropriate time

Not following teachers or

other adults instruction

Beingaggressivetowardsclassmates

1

3

COMMON CL SSROOM

PROBLEMS WITH DHD

5

4

Talking out ofturn


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COMMON CL SSROOM

PROBLEMS WITH DHD

Having shortattention span and

easily distracted

6

Being oblivious anddaydreaming

7

Not handing homeworkor handing it late

8

Producing work that isincomplete

9


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Implications to Teaching and Learning

SPEECH

READING

HANDWRITING

MAINTAINCONCENTRATION

HOMEWORK

SPELLING

BEHAVIOURALPROBLEMS


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Expressive skills in workingwith the childs articulation

Encourage child to verbalize his needsusing sounds, words or sentences

Conversational skills involvetalking to the child

One-to-one approach where adult couldmodel appropriate responses and turntaking

SPEECH


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Help the child to read more fluently and confidently and alsoprovide the child opportunity to know new words.

Select a book that the child has interest in Teacher read a short passage (student can rely on his short term memory as aid for

reading) The child read aloud together with the teacher Discuss the passage with the child Write down the word the child consistently has difficulty identifying (use other activity

to give him more experience seeing these words)

READING


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Help the child to visualize the words, and to help the child toremember the words through hearing .

SPELLING

Write and spell the words on sand Pair a movement while spelling words


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Assistive-writing devices canhelp to overcome the problemof holding a pencil

Exercises would focus more on earlywriting skills through scribbling anddrawing lines

Lined paper may help the childto write his word in a moreconsistent manner (size)

This helps him to anchor and positionhis writing

HANDWRITING


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SUMMARY ON ADHD


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Reference

Cooper, P., &ORegan, F. J. (2001). Educating children with AD/HD: ateachers manual .New York: Routledge, Falmer.

nosynasser. (2011, September 26). BBC Horizon 2005 Living With Adhd [Video File]. Retrievedon 2012, January 24, from http://www.youtube.com/watch?v=lqthHrkoOSc

Teo, H. J., & Woo, P. J. (2004). Attention-deficit hyperactivity disorder: understanding, helpingand coping. Petaling Jaya: Oak Enterprise.

Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D. (2002).Exceptional lives: specialeducation intodays schools (3rd ed.). New Jersey: Merrill Prentice Hall.


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SLOW LEARNER

Nationwide, Slow learnersmake up approximately

14% of the studentspopulation, more than

students in all specialeducation categoriescombined


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SLOWLEARNER

DEFINITION

CAUSES

IMPLICATIONS ONTEACHING AND

LEARNING

1

3

4CHARACTERISTICS

2

Fast Forwardthe slow learners


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DEFINITION

Have low intelligence and academic performance but do notqualify for special education for either cognitive or learning

disabilities.IQ SCALE

Over 140 Genius or almost genius

120 - 140 Very superior intelligence

110 - 119 Superior intelligence90 - 109 Average or normal intelligence

80 - 89 Dullness

70 - 79 Borderline deficiency in intelligence

Under 70 Feeble-mindedness

We are here

Slow Learnersare here


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Other Factors

3

Social habits of the mother Mother who smoke during pregnancy tend to produce

underweight and premature children

Multiple births Increase likelihood of damage to each infant

Presence of physical agents Inappropriate use of x-rays and noxious substances can

lead to behavioral disturbance and brain injury

C USES OF SLOW LE RNER


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IMPLICATIONS TO

TEACHING AND LEARNING


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Implications to Teaching and Learning

FAMILIARITY OFSTIMULATION

ATTENTION

STRUCTURING THEENVIRONMENT

MODELLING

OVERLEARNING

LANGUAGE

MOTIVATION ANDREWARD

CORRECT BEHAVIOR


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Children are likely to show adecrease in verbalization and

motor perceptual performance ifthey are not familiar with the

surroundings

Help the child to familiarize with thesurrounding (reduce the childs stress)

Given opportunity to manipulate thingsthey are using before starting new tasks

FAMILIARITY OF STIMULATION AND ENVIRONMENT


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Too difficult task makes the childdoes not know what to respond

and what not to respond

Break the tasks into small units. Make surethe child is not dealing with too muchwork at one time

Learning only takes place for brief periodof time

ATTENTION

1. Sit properly2. Put appropriate

amount of food3. Shutting mouth

while eating4. Talking at

appropriatemoments


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Giving long and descriptivespeech will cause childs systemto be overloaded

Use restricted mode rather thanelaborated mode

Slow speech is better than fast speech(Brown & Hughson, 1972)

Let the child talk to us enable the child tobe familiar with language and help us tounderstand their problems

LANGUAGE

Language

RestrictedCode

ElaboratedCode

The large block The large red block


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Task involving childs initiative andflexibility tend to result in

breakdown

Fixed a definite place and time for definiteactivities to be carry out

Fixed definite type of task given

STRUCTURING OFENVIRONMENT


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Move on rapidly once the childgained success will lead to

forgetting

Provide opportunity to repeat learningsequence even though we know the childcan do it

Change the question slightly and introducenew situations

OVERLEARNING


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Reward must be immediate Reward should go well with the non-verbal communication

MOTIVATION AND REWARD

Concrete, visual reward Abstract, auditory reward


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CORRECTBEHAVIOR

Task perform incorrectly by the child shouldbe corrected.

Break the task to small units and teachagain.


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SUMMARY ON SLOW LEARNER


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Reference

Brown, R. I. (1978).Psychology and educational of slow learners. Boston: Routledge & KeganPaul Ltd.

IQ scale. (n.d.). www.increase brainpower.com. Retrieved on 2012, March 4, fromhttp://www.increasebrainpower.com/iq-scale.html

Shaw, S. R. (2010, Feb).Rescuing students from the slow learner trap. Retrieved on 2012, Feb2, from http://www.nasponline.org/resources/principals/Slow_Learners_Feb10_NASSP.pdf


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adhd and slow learner

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