A Special Education Success Story With ADD and ADHD}



The Problem

In our quickly moving culture, special education students, detected with ADD or ADHD (Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder) are an ever-increasing difficulty for instructors. Having taught in some capacity for almost 40 years and being a moms and dad of an active little boy, I have studied these conditions with instant individual interest.

Holding Their Attention?

Early in my work with the attentionally challenged, I observed that if the learning activity were engaging enough, much of these students could hold attention for long periods. Special Education students diagnosed with ADD or ADHD typically have the ability to go to for extended periods working with computer systems or computer game. I questioned, could the problem lie more in the pace of the knowing activity?

Provide What They Need

Subsequently, I began to provide activities in my class that had a few of the exact same qualities of the instant response attained in those digital attention-holders. Among the most successful of these was the excavation of fossils.

The Setup

Fossil excavation was a 6-week class - more of a club, really-- where students excavated a genuine fossil fish from an easy rock matrix. This time the class was comprised of numerous unique education students with various finding out obstacles, specifically ADHD. The result of the class was impressive.

Getting Their Interest and Attention

We started with a sort of thinking video game including fossils hidden in velour bags and moved quickly into private excavation of the fossils. Within minutes, my work was done; the trainees worked independently for the remainder of the two-hour class.
The only tools required for this activity were little screw drivers-the sort that are available from any hardware store in a set of increasing sizes beginning with an eye-glass tool. I also provided magnifiers of varying types. The most demanded were the dissecting microscopic lens, which offered the private the best view of the fragile fossil. Much of the work could be quickly achieved using the naked eye or a magnifier in a stand, simply to leave the hands complimentary.

And after that There Are the Behavioral Challenges

I was presented with a brand-new obstacle about midway into the second class: a behaviorally disruptive trainee who had actually been eliminated from another class. I did what I might to introduce him to our work and bring him up to speed. His initial work was little more than digging a hole through his rock, paying little attention to the fossil it contained.

Success!

A wonderful thing took place. Another kid, a difficult unique education student who usually had little scholastic success, started to teach. You see, this kid was enthralled with digging out the fossil you can try here and he was having amazing success. He solitarily took over and my work was done.

Trainees Give Rave Reviews, Almost

Throughout the period, I had actually rarely interrupted their work, but I had actually shown a couple of videos to offer the students some extra information about fossil conservation and excavation, geologic history and so on. At the last class, I asked the trainees to verbally assess the class.

This is a true story of success. In this six-week project intermediate school children diagnosed with ADD and ADHD and getting special education services enjoyed the very same success, if not more than, the other trainees.

Even the most absorbing tool, the TELEVISION, was not high on these students' list of significant work. As a teacher, I felt I had been given a fantastic present of finding out about how to support these special trainees. I motivate you to attempt it!

Early in my work with the attentionally challenged, I observed that if the knowing activity were engaging enough, many of these students might hold attention for long periods. Unique Education students identified with ADD or ADHD often have the capability to attend for long durations working with computers or video games. Within minutes, my work was done; the students worked independently for the rest of the two-hour class. Throughout the period, I had actually seldom disrupted their work, however I had shown a couple of videos to give the trainees some additional detail about fossil conservation and excavation, geologic history and so on. Even the most absorbing tool, the TELEVISION, was not high straight from the source on these trainees' list of substantial work.

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