psy492 m7 a2 gifted adhd powerpoint
DESCRIPTION
A Powerpoint presentation of a Literature Review for Gifted ADHDTRANSCRIPT
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Gifted ADHD Achievers
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Educational Uniqueness
GIFTED ADHD
GIFTEDADHD
Literature Review Hypothesis: There is a positive correlation between placement in a customized work environment and increased success among the gifted ADHD students.
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Why a Literature Review?
Better discipline ideals in a traditional classroom will always be an issue, but it is not the main reason a customized gifted ADHD student curriculum that is claimed as important.
Research QuestionOvercoming Old Objections
Is a customized work environment needed for gifted ADHD (twice-exceptional) students for support in the furthering of their education in order to help facilitate the intelligent learners to that which they are capable of developing into during their pre-college years.
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Strengths and Weaknesses
Low attention & focus Poor study habits Higher disciplinary
rates Poorer grades Poor testing scores Higher suicides
Heavy concentration of shortcomings in “normal” classroom activities:
Abnormal strengths in “unusual” classroom activities
Leadership skills Ingenuity skills Inventiveness skills Melodious talents Creativity Exuberance Interpersonal intuition Ecological
consciousness
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Suicides
Lack of achievement
Non-treatment Poor college
skills Poor work skills Unable to
establish their idea of a life worth living
Being Treate
d
Un-treate
d
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How Will Gifted ADHD Spend Their Time?
Bored and frustrated In disciplinary actions Being trained only in solving their behavior problems
Raising their educational & skill training levels
Finding future opportunities using specialized programs
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Recognition vs. Action
Federal Government recognized all forms of specialized educational needs in 1976
Immediate school actions for learning disabled, non-ADHD gifted, and some ADHD were implemented.
No immediate school action and a very slow acknowledgment of the needed gifted ADHD customized programs to this day
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Current Obstacles
Nationally normed grade-level only achievement testing
Lack of experienced recognition of a gifted ADHD student and/or abilities
Misreading student fidgetiness and boredom
Misunderstood troublemaker labels placed on a student
Lack of knowledge for requesting classroom solutions including appropriate funding
Lack of teacher recognition, training, and their voices heard
Lack of plans, kits, and/or detailed curriculums with classrooms available or opened for customization
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Lack of Recognition
Unusual peer interactions Misunderstood learning habits Brain damaged or learning
disabled stereotyping Standard testing performed for
weaknesses rather than strengths
Available specific classification of standardized testing ratings
Teachers spend own personal time trying to promote, learn, and help these special children
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What is needed for Customized Learning?
Easy funding Standardized class
curriculums with room for student customization
Overcoming skepticism with action
Gifted ADHD recognition Teachers, parents,
administrators, and advocates taking action together
Entire programs in place for examples
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Enthusiastic Teachers
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Hope
For Schools For Students
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Notes for Slide Share in Boxnet Section
NOTES
Thanks for your time spent reading this important Literature Review.
-D S Mills
Notes consist of: Detailed interpretations of slide
show Alignment with appropriate
pages References
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THE END or THE BEGINNING?MORE FULFILLED LIFE