By Thomas Armstrong
What does it suggest to a child to be categorized attention-deficit disordered (ADD)? Or to have "hyperactive" extra to the label (ADHD)? What can academics do to spice up the good fortune of scholars with recognition 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 heritage, organic and mental learn, and the learner's emotional and social wishes? Armstrong urges educators and fogeys to appear for the confident features in freshmen who might hold the ADD/ADHD label. Are they bursting with power? Are they intensely inventive? Do they take pleasure in hands-on studying? Are they usual leaders? Are they strangely introspective and reflective? we have to glance past a "deficit" procedure and embody a extra holistic view of novices that comes with instructing to their a number of intelligences, studying kinds, and different brain-friendly techniques. for instance, right here are a few lecture room actions for children who "can't sit down still": - studying spelling phrases through having little ones bounce up out in their seats at the vowels and take a seat at the consonants. - studying the multiplication tables by way of forming a conga line, relocating round the lecture 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 category via a "swing your atom" sq. dance. Thomas Armstrong, an educator and psychologist from Sonoma County, California, has greater than 26 years of training event, from the first throughout 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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Example text
They simply want to determine a diagnosis of ADD/ADHD and then treat the disorder. A review of the literature on ADD/ADHD reveals virtually no information about the ways in which kids labeled ADD or ADHD actually learn best, their preferred learning or thinking styles, their most highly developed multiple intelligences, or their best modes of cognitive expression. ” (Barkley, 1990, pp. 75–77). People continue to ask this despite the view of some authorities that in many cases it may be difficulties with learning that are causing a child’s attention or behavior problems in the first place (McGee & Share, 1988).
Many of these kinds of behavior describe children who have been labeled as ADD/ADHD. Interestingly, Turecki considers “the difficult child” as a normal child (he believes that up to 20 percent of all children possess this temperament). As he points out: I strongly believe that you don’t have to be average in order to be normal. Nor are you abnormal simply because you are difficult. . Human beings are all different, and a great variety of characteristics and behaviors falls well into the range of normality (Turecki, 1989, p.
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.