EDU3104 ADHD & GiftedTalented

7/30/2019 EDU3104 ADHD & GiftedTalented

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THE DEFINITION

THE TYPES OF ADHD/ADD

THE CHARACTERISTICS

THE CLASSROOM MANAGEMENT


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What is meant by ADHD?

It is also known as Attention Deficit Disorder (ADD). It is a medical condition that affects how well

someone can sit still, focus, and pay attention.

They usually cannot concentrate for long and they

often do or say things on impulse without thinking.


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Types of ADHD

1) Hyperactive - constantly moving andappearing as if they move from one thing to

another quickly, always fidgeting


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Types of ADHD

2) Impulsive - unable to control their immediatereactions or think before they act, often

interrupt/disturb others


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Types of ADHD

3) Inattentive - difficulty concentrating,forgetting instructions, moving from one task

to another without completing anything


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Characteristics of Hyperactive ADHD

Moves around constantly, often runs or climbsinappropriately

Talks excessively

Seems to be in constant motion; runs or climbs, at timeswith no apparent goal except motion

Has difficulty remaining in his/her seat even when it isexpected

Fidgets with hands or squirms when in his/her seat;fidgeting excessively

Has difficulty engaging in quiet activities Loses or forgets things repeatedly and often

Inability to stay on task; shifts from one task to anotherwithout bringing any to completion


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Characteristics of Impulsive ADHD

Acts without thinking Blurts out answers in class without waiting to be

called on or hear the whole question

Cant wait for his or her turn in line or in games

Says the wrong thing at the wrong time

Has difficulty waiting for his/her turn in schooland/or social games

Tends to blurt out answers instead of waiting tobe called upon

Takes frequent risks, and often without thinkingbefore acting


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interrupt conversations

Inability to control their emotions, resulting in angry

outbursts or temper tantrums

Guesses, rather than taking time to solve a problem

invade other peoples space

ask irrelevant questions in class

make tactless observations

ask overly personal questions


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Characteristics of Inattentive ADHD

Doesnt pay attention to details

Makes careless mistakes

Has trouble staying focused; is easily distracted

Appears not to listen when spoken to Has difficulty remembering things and following

instructions

Has trouble staying organized, planning ahead, and

finishing projects Gets bored with a task before its completed

Frequently loses or misplaces homework, books, toys,or other items


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Can you identify which one is

Hyperactive, Impulsive and

Inattentive?


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Differences between Hyperactive,

Impulsive & Inattentive ADHD

Hyperactive Impulsive Inattentive

Often fidgets or

bounces when

sittingDo not stay seated

when expected

Difficulty in playing

quietly

Always moving orclimbing on things

Excessive talking

Has difficulty in

waiting for his/her

turnsBlurts out answers

before questions

have been

completed

Interrupts othersoften

Often acts without

considerations for

consequences

Easily distracted

Difficulty in paying

attention for a longperiod of time

Difficulty in

following directions

and completing

tasksForgetfulness

Tendency to

daydream


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Classroom Management for ADHD Children

Establish clear rules and apply them consistently.

Secure eye contact before giving directions.

Give clear, simple, straightforward directions.

Check childs understanding of directions and the

consequences of failing to follow them. Be patient and low key, but firm.

Use good and consistent behaviour management

techniques. Use a home-school report card on a daily or weekly

basis to maintain consistent rules and management

strategies for both home and school.


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Try to re-direct (not stop) troublesome behaviours

Children with ADHD are energetic, spontaneous and

have a short attention span. Create a consistent set of rewardsthat a student can

earn by good behaviour

Start small. Pick one or two behaviours to start with

Keep expectations simple.

Motivate your student by making a chart to track his

or her good behaviours.

Use stickers or stars (tokens) to represent successfulbehaviour. For example, if your child takes his plate to

the sink without difficulty, he earns a star that is

placed on the chart.


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Providing structure is critical Establishing consistent rules and schedules go a long way

in helping your student manage tasks and activities.

Do not expect more from your student than he or shecan manage Avoid too much stimulation. Many people with ADHD have

trouble screening out the many sights and sounds that

most people can ignore. Let your student know what you want him or her to

do Say "walk, please" instead of "don't run".

Give only one instruction at a time.

Some children with ADHD have a hard time listening whenthey are trying to do something else (i.e., tying shoes).Give your student important information when he or shecan listen. It helps to make sure you have eye contact withyour student before saying anything important!


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Establish consistent discipline Less is more; make a few clear rules and consistently

enforce them.

Act quickly; talk (and threaten) less. Use non-physical punishment; brief time-outs (young

children) or loss of privileges (older children).

Communicate frequently with your student's

parents Work together to make rules and consequences

consistent.

Teach other teachers about ADHD.

Give students frequent, positive and immediatefeedback Break activities into small steps.

Create lists of steps to guide longer tasks.


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GIFTED AND

TALENTEDKIDS


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What is meant by gifted and talented kids?

It is a term used to describe children who have the

potential to develop significantly beyond what isexpected for their age. 'Gifted' refers to a child who hasabilities in one or more academicsubjects, such as

English or maths. 'Talented' refers to a child who has

skills in a practical area such as music, sport or art.


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Characteristics of Gifted/Talented Kids

learns rapidly and quickly grasps new concepts

has an excellent memory

is creative or imaginative, e.g. produces many ideas oris highly original

is independent - may prefer to work alone has a keen sense of humour

may be highly motivated, particularly in self-selectedtasks

has unusual or advanced interests Wide range of interests


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demonstrates exceptional critical thinking skills orproblem-solving ability

may have superior leadership and interpersonalskills

frequently asks in-depth, probing questions

may demonstrate a high degree of socialresponsibility or moral reasoning

possesses a large, advanced vocabulary

has superior insight and the ability to drawinferences or is intuitive

is an advanced reader either in English or in thehome language.


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Specific Characteristics of Gifted &

Talented Kids

Cognitive (thinking) skills

Ability to master a new skill with

unusual speed Quick and accurate recall, and ability to recall skills and

information presented in the past

Increased alertness to features in the environment

Exhibiting deeper knowledge than other children of the sameage

Being resourceful and creative, and improvising well in play.


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Learning style

Great curiosity, and desire to learn

High level of motivation in areas of interest

Being bored easily and becoming frustrated quickly if not

challenged

An ability to concentrate for extended periods in areas of

interest

Generally have advanced planning skills for their age

Using unusual or imaginative ways of doing things

Unusually intense interest and enjoyment when learning new

things.


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Motor (physical) abilities

Development of particular motor skills earlier thanother children of same chronological age.

Speech and language skills

Well developed word knowledge and language skillscompared to other children of the same age

Creative use of language - for example, able to makeup complex songs or stories, and having an advancedsense of humour.

Able to adapt and vary their language to match theunderstanding of older or younger children and adults

Reading, writing, or using numbers in ways that areadvanced for their age.

Advanced play interests and behaviours.


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Visual and spatial skills

Advanced visual and spatial abilities; for example with

puzzles, building and construction materials, drawing, designand/or painting


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Classroom Management

for Gifted

and Talented Kids

Plan for differentiation for gifted and talented pupils as much

as for pupils with special educational needs.

Ensure that marking is based on assessment for learning.

Gifted and talented pupils need to be moved on just as much

as pupils at a lower level. Set targets just as rigorously and

refer to targets as often as for other pupils.

Ensure resources meet the needs of and challenge these

pupils adequately.

Teachers' planning needs to involve activities specifically

designed to build self-esteem and foster inclusion.


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Dont accept the bright childs answer first

each time or allow that child to dominate.

Give time to others.

Equally, dont discourage the gifted and

talented child from answering.

lace any gifted and talented children in the

kind of seating that allows you to maintain

good eye contact in lessons

Allow gifted and talented children to

remain quiet in some discussions and to

come in on the end or after the lesson ifthey like.

Gifted and talented pupils must be offered a climate in


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Gifted and talented pupils must be offered a climate in

which they feel free to fail sometimes but not to fail

deliberately.

Vary levels of praise according to the personality of the

child

Use creative questioning techniques

Ask open-ended rather than closed questions

EDU3104 ADHD & GiftedTalented

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