Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g11N3Eu18304; Fri, 1 Feb 2002 18:03:15 -0500 (EST) Date: Fri, 1 Feb 2002 18:03:15 -0500 (EST) Message-Id: <7ADB45B391BF714283550310C8251A2F19B855@exchange1.sos.state.mo.us> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: "Jones, Karen" <jonesk@sosmail.state.mo.us> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3882] RE: ADHD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; X-Mailer: Internet Mail Service (5.5.2653.19) Status: O Content-Length: 4223 Lines: 93 A lot of ADHD kids are already wearing informal labels like brat, stupid, spoiled, undisciplined, squirrelly, impossible etc. that are also hurtful and a lot less accurate. I don't like labels, and wish we could do without them. But if the choice is between these un-informed informal labels and ADHD, perhaps ADHD is preferable. Karen Jones -----Original Message----- From: Marie Doerner [mailto:mdoerner@sdccd.cc.ca.us] Sent: Friday, February 01, 2002 4:31 PM To: Multiple recipients of list Subject: [NIFL-LD:3881] RE: ADHD Tom, here are my answers to your questions. "what good is putting a name to it?" If I have a name for it, then I can start addressing the problem. Although ADHD does not have a cure, there are strategies. Besides, ADHD is a powerful strength to have. Many people with ADHD are movers and shakers who run our country. "how does giving a name to the condition help me as a teacher?" As a teacher I have two jobs, first to teach the student how to learn and second to teach the student academics. If I know that a certain student has ADHD, I can begin to teach learning strategies, and to attend to their attention needs from the first day of class. I do not have to waste any time learning that this person has a hard time and then implement accommodations. "how does it help the student?" If the student does not have a problem, how are they going to fix anything or attend to difficulties. I talk to students about the benefits of ADHD and also about the problems. Together we try to monitor the behavior and to find ways to enable learning to take place. "I have seen times where it comes as a great relief to the parents of a child to be able to put a label to their child's condition. It helps them understand why their child can be so difficult and so different from other kids." Yes it is a great relief. Many times a person with ADHD is surrounded with blame. Parents think they are bad parents. Children/adults think they are lazy, stupid, bad. Teachers are frustrated with their lack of achievement. Actually this list extends to coaches, neighbors, tutors etc. Once there is a label, you can start to figure out ways to cope. "I've also seen times when a kid would use his label as a cop out, saying "I can't be expected to remember my assignment because I have ADHD."" It is important that we teach students to advocate for themselves and that a label is a definition not an excuse. Of course, our students will try to use it as an excuse. If they will try "the dog ate my homework", then of course they will try to use the label. However, we need to sort out the facts. It is important that we use each student error as a time to help the student problem solve about effective learning strategies. There are many people with ADHD who are very successful. More would be successful if they were taught the skills to compensate and accommodate their ADHD. Marie -----Original Message----- From: Woods [mailto:woods@ncia.net] Sent: Thursday, January 31, 2002 7:39 PM To: Multiple recipients of list Subject: [NIFL-LD:3877] ADHD Art wrote: > And we're back to the "IF" factor. IF > the person sees a need to outdistance the impact or sees a need to > change behaviors, then they may seek outside help, or attempt it > themselves > As an added factor, if ya'll couldn't already tell, I'm pretty much a > behaviorist. Sorry Art. That doesn't sound much like a behaviorist to me. A question I'd like to put forward is what good is putting a name to it? I mean, how does giving a name to the condition help me as a teacher? Or how does it help the student? I have seen times where it comes as a great relief to the parents of a child to be able to put a label to their child's condition. It helps them understand why their child can be so difficult and so different from other kids. I've also seen times when a kid would use his label as a cop out, saying "I can't be expected to remember my assignment because I have ADHD." I don't think that's particularly helpful to anyone. Of course, maybe what I should do is start saying the same thing, "Johnny can't be expected to remember his assignment because he has ADHD." But then, wouldn't I be the one copping out? Tom
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