The document discusses ADHD and its effects in the classroom. It aims to find ways to alleviate ADHD symptoms so affected children can perform academically and interact positively with peers. ADHD impacts the child's ability to achieve and their self-esteem, as well as their parents, siblings, teachers, and classmates. The goal is to help teachers understand ADHD and utilize classroom strategies like environment setup, lesson structure, organization techniques, and social skill building to help students with ADHD succeed.
ADHD is a problem with inattentiveness, over-activity, impulsivity, or a combination. For these problems to be diagnosed as ADHD, they must be out of the normal range for a child's age and development.
PubMed Health
The term ADHD refers to Attention Deficit Hyperactivity Disorder, a condition that makes it difficult for children to pay attention and/or control their behavior. Learn more about about the causes, diagnosis and treatment of ADHD.
ADHD is a problem with inattentiveness, over-activity, impulsivity, or a combination. For these problems to be diagnosed as ADHD, they must be out of the normal range for a child's age and development.
PubMed Health
The term ADHD refers to Attention Deficit Hyperactivity Disorder, a condition that makes it difficult for children to pay attention and/or control their behavior. Learn more about about the causes, diagnosis and treatment of ADHD.
Attention deficit hyperactivity disorder (ADHD, similar to hyperkinetic disorder in the ICD-10) is a neurodevelopmental psychiatric disorder in which there are significant problems with executive functions (e.g., attentional control and inhibitory control) that cause attention deficits, hyperactivity, or impulsiveness which is not appropriate for a person's age.
ADHD- Controlling The Mental Itch With HomeopathyWelcome Cure LLP
Millions of children below age of 17 suffer from ADHD worldwide. Children with ADHD commonly have problems paying attention or concentrating. If not treated on time it can lead to uncontrollable anger, erratic and anti-social conduct that tends to strain relationships with parents, siblings and peers. Babies with very low birth weight have an increased risk of developing ADHD. Homeopathy reduces the aggressiveness, restlessness and obstinacy of the child. Homeopathy promotes a happy, constructive, productive, creative development of the child. You can find more of such informative Power Point Presentations as well as other useful health information at www.welcomecure.com, the definitive online homeopathic treatment portal.
www.welcomecure.com
Attention deficit hyperactivity disorder is a lifelong neurodevelopmental disorder that affects the brain and results in a variety of inappropriate and maladaptive behaviors. ADHD is not a disease (Kajander 1995) but is a processing deficit that results in children having difficulty with inhibitory control. That is, children with ADHD lack self-control, something they cannot help. In children with ADHD, the parts of the brain that control attention and stop inappropriate behavior are underdeveloped (Barkley 1996; Kajander 1995). ADHD occurs three times more frequently in male students than female students (Reeve et al. 1995) and commonly occurs with other disorders. For example, ADHD occurs in 20 percent to 50 percent of the students with learning disabilities, in 65 percent of the students with oppositional defiant disorder, and in 20 percent to 30 percent of the students with conduct disorder (Reeve et al. 1995; Barkley 1990).
Attention deficit hyperactivity disorder (ADHD, similar to hyperkinetic disorder in the ICD-10) is a neurodevelopmental psychiatric disorder in which there are significant problems with executive functions (e.g., attentional control and inhibitory control) that cause attention deficits, hyperactivity, or impulsiveness which is not appropriate for a person's age.
ADHD- Controlling The Mental Itch With HomeopathyWelcome Cure LLP
Millions of children below age of 17 suffer from ADHD worldwide. Children with ADHD commonly have problems paying attention or concentrating. If not treated on time it can lead to uncontrollable anger, erratic and anti-social conduct that tends to strain relationships with parents, siblings and peers. Babies with very low birth weight have an increased risk of developing ADHD. Homeopathy reduces the aggressiveness, restlessness and obstinacy of the child. Homeopathy promotes a happy, constructive, productive, creative development of the child. You can find more of such informative Power Point Presentations as well as other useful health information at www.welcomecure.com, the definitive online homeopathic treatment portal.
www.welcomecure.com
Attention deficit hyperactivity disorder is a lifelong neurodevelopmental disorder that affects the brain and results in a variety of inappropriate and maladaptive behaviors. ADHD is not a disease (Kajander 1995) but is a processing deficit that results in children having difficulty with inhibitory control. That is, children with ADHD lack self-control, something they cannot help. In children with ADHD, the parts of the brain that control attention and stop inappropriate behavior are underdeveloped (Barkley 1996; Kajander 1995). ADHD occurs three times more frequently in male students than female students (Reeve et al. 1995) and commonly occurs with other disorders. For example, ADHD occurs in 20 percent to 50 percent of the students with learning disabilities, in 65 percent of the students with oppositional defiant disorder, and in 20 percent to 30 percent of the students with conduct disorder (Reeve et al. 1995; Barkley 1990).
Larry Sauter, nationally appointed missionary to people with disabilities with Special Touch Ministry, shares in this FREE workshop an overview of the characteristics of children with learning disabilities and provides suggestions for effective ministry to these children. For more information, enroll in the Children's Ministries University Online course, CMU210 - Ministry to Children with Disabilities. More details are available at www.cmuo.com
Evidence Based Practices to Reduce Challenging BehaviorTACSEI
Evidence Based Practices to Reduce Challenging Behavior
Lise Fox
Opening Minds Conference of the Chicago Metro AEYC
Presented January 28, 2010
Description: What are the essential characteristics and support structures that programs and practitioners need in place to be evidence based practitioners? How can you promote social development in preschool children with and without disabilities? Learn about best practices, where they come from, and the approaches you can take to change children's challenging behavior.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
1. Your ADHD child in the classroom Did not hear the instructions. Couldn’t find his notebook. Bothered the classmates near him. Got up several times. Broke the tip of his pencil. How does he feel when the time is up and he only managed to put his name on the paper?
2. The problem: ADHD affects a child’s ability to achieve academically and form positive social relationships. These inabilities tend to increase the chances that they develop low self esteem and give up on academic success.
3. The goal: The goal of this research is to find methods that will alleviate the symptoms of ADHD in the classroom so these children perform academically and interact with their peers in a positive way.
4. Who is affected by ADHD? ADHD affects everyone that has a relationship with that child: Parents Siblings Teachers Classmates
5. Peer Relationships Parents of children with a history of ADHD report almost 3 times as many peer problems as those without a history of ADHD. Parents report that children with a history of ADHD are almost 10 times as likely to have difficulties that interfere with friendships. (CDC, 2010)
6. ADHD is society’s problem “Given the substantial burden associated with ADHD and LD for children, their families, and society, there remains a continuing need to monitor the national prevalence of these conditions” (Pastor & Reuben, 2008, p.7).
7. Classroom Environment If a child with ADHD can affect everyone around him, it is to the teacher’s benefit as well as the child’s for the teacher do whatever it takes to help that student succeed. Learn what ADHD is. Learn what can be done to help.
8. ADHD Approximately 9.5% of school age children have ADHD Only 66.3% of those children take medication (Center for disease prevention, 2010).
11. What is ADHD? ADHD is a neurodevelopmental, biological condition characterized by: Inattention Hyperactivity Impulsivity (www.addhealthandwellness.com)
12. What ADHD is not Laziness Lack of Intelligence Bad attitude The parents fault Irresponsibility
13. Typical methods don’t work “To tell a person with ADHD to try harder is about as helpful as telling someone who is nearsighted to squint harder” (Hallowell & Ratey, 2005, p.51)
14. Classroom Set up Minimize the student’s distractions Use desk dividers Keep away from high traffic area Sit close to teacher Use rows instead of tables Play white noise or soft music For more suggestions go to:http://www.addinschool.com/elementary/roomsetup.htm
15. Lesson Presentation Provide outline prior to lesson Include variety of activities Use multisensory presentations Make lessons brief Involve the student in the lesson http://www.addinschool.com/elementary/lessons.htm
16. Teach Organization Allow 5 minutes to organize desks Most organized desk award System for complete/incomplete work Use color coding in classroom Establish method for homework http://www.addinschool.com/elementary/organization.htm
17. Increase on task behavior Provide an individual timer Give work in small doses Allow breaks Check on student often Reward wanted behavior http://www.addinschool.com/elementary/timeontask.htm
18. Social Skills Review his plan for recess activity Role play target social skills Keep close during unstructured activities Teach "Stop and Think" before talking http://www.addinschool.com/elementary/socialskills.htm
19. Help them cope Have a consistent routine Provide a place to unwind and reduce stress Provide immediate feedback Let the little things go Treat them with respect
20. A teacher can make or break a child’s year. “In the successful years, he felt that his teacher really understood him and was rooting for him. In the disaster years, he didn’t click with the teacher, and just completely shut down” (Kutscher 2005).
21. Bibliography Cowan, D. (2007), The ADHD information library. Retrieved from http://newideas.net/ Hallowell, E. & Ratey,J. (2005). Delivered from distraction. New York: Ballantine Books Hallowell, E. & Ratey, J (1994). Driven to Distraction. New York: Simon & Shuster Kutcher, M. (2005). Kids in the syndrome mix of ADHD, LD, Aspergers, Tourettes, Bipolar, & more. London: Jessica Kingsley Publishers
22. Bibliography Pastor P. & Reuben C. (2008) Diagnosed attention deficit hyperactivity disorder and learning disability: United States, 2004–2006. National Center for Health Statistics. Vital Health Stat 10(237). Retrieved from http://www.cdc.gov/nchs/data/series/sr_10/Sr10_237.pdf
23. Bibliography Center for Disease Control and Prevention, (2010), Increasing Prevalence of Parent-Reported Attention-Deficit/Hyperactivity Disorder Among Children --- United States, 2003 and 2007. Retrieved from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5944a3.htm?s_cid=mm5944a3_w
