Resources | Upgrade Membership | Photos | People | Blogs | Forum | POLLS | Group | Videos | Events | Articles | LIVE CHAT | INSTANT MESSENGER |
BOOKMARK
 
DIG NEWS
Main Page | Submit New Content | Top Activities | My Contents
0

TEACHING ABOUT ADHD AND WHAT ADHD IS TEACHING US.

User Article   4094 Views   By administrator on Oct 19 2009, 5:04 pm

FOR FREE RESOURCES TO HELP WITH ADHD

SIGN UP HERE TODAYFOR FREE at http://www.hetwebsite.com/signup/

 

THIS ARTICLE RELATES TO HET STEPPING STONE 1

 

20% of children are now exhibiting symptoms of ADHD with 5% carrying an official diagnosis. These frightening statistics are teaching us about ADHD and have  huge implications for teaching children with ADHD.

The staggering increase in these figures reflect the huge profit margins available for the drug industry. The ‘statement’ing of children with this condition  is the first step towards accessing medications and funding mechanisms for schools and parents to cope with the ever increasing demands of children are unable to  cope.

So little is actually understood by this condition, that is defined by a common framework of symptoms over a period of six  months. ADHD is known as a spectrum disorder that means that the symptoms vary from individual to individual and no one actually knows for sure what causes it. Medication is controversial and the side effects will also vary from individual.

 

 

The symptoms of ADHD ( attention deficit hyperactive disorder) are similar to ADD (attention deficit disorder), with the major difference of the emphasis being on disorganisation and difficulty in maintaining focus. This is overlapping with symptoms of autism and the mild end of that spectrum disorder which is Asperger’s syndrome –  and to make life more complicated, some children with this behavioural disorder very often carry a label for several of these other conditions.

 

 

The truth behind this situation is that teachers are ill equipped to cope with the demands that these rising numbers of children are creating within the traditional classroom environment.

 

 

Unless a teacher has opted to do some very specialised training  in special needs, which relate to these conditions as their career development path then they are likely to be confused over the conditions which are often lumped together under the heading of ‘disruptive’ or ‘naughty’ children. They are unlikely to know the difference between a child who has motor coordination problems and cannot sit still on a chair for very long and someone who is just plain bored and disruptive.

 

 

I have recently seen the example of a parent who went to great pains to explain to her five year old daughter’s teacher that she has a wheat allergy which is really severe and when she  eats wheat her behaviours go off the ceiling. The teacher  disregarded the information and gave the child some sweets when she was offering rewards to the rest of the class and so the parent had a horrendous time with her child all night.

Very often parents feel intimidated by teachers for they are the professionals and supposed to  know about these things but in most cases they don’t and a number of teachers are even in denial about whether such conditions even exist.

Many of the children who have ADHD, ADD, ODD, Asperger’s, Autism etc have a degree of hypersensitivity. This means that their nervous systems can get overloaded by certain sensory stimuli. So  a full classroom size of 35 pupils is a crowded situation and children with these conditions generally do not do well in crowds. Certainly, it will be a noisy environment and again very often these children cannot cope with this – they are unable to think and their heads cannot cope – the immediate reaction to an over stimulated nervous system. Sometimes it can be certain foods or additives that trigger off these responses as the foods are being digested and processed. Notorious culprits for dietary sensitivities, allergies or intolerances include, wheat, dairy, sugar and certainly artificial colourings like tartrazine, preservatives, like sodium benzoate, flavour enhancers like monosodium glutamate and artificial sweeteners like aspartame are all renowned for causing problems and are in so much food that children today consume.

 

 

So looking out for symptoms of behaviour is important, for example sensitivity to noise, I have seen many,  many, children act out in crowded dinner halls and sports halls when the noise levels build up and they cannot cope – these are learned behaviours which are their first defence to shut out the overload and get out of the situation. This can very often be attributed to early undiagnosed glue ear, which can be caused by an inflammatory reaction to the inability to break down dairy products which can be traced back to early vaccines – this is just one example of a pathway of these broad spectrum disorders that are classified under this label.

 

 

Now in reality a teacher in a classroom, can on the law of averages have up to 4 or 5 children presenting these kinds of problems.  And it would  seem be ill equipped to  recognise the symptoms without careful individual observation and close liaison with parents over  a period of time and an  in-depth understanding of the child’s eating, exercise and sleep habits are not to mention an insight into their emotional state which will include family dynamics, sibling relationships etc.

 

 

Alongside all of this, the curriculum is delivered indoors and with little or limited contact with nature and with animals which is where children function best in dealing with their hypersensitive behaviours and motivational levels.

For many years now, I have specialised both therapeutically in working with natural remedies and approaches that support and help children and families who are living alongside these conditions. Also in designing an alternative curriculum through which these children are able to experience achievement and success.

 

 

A full and integrated programme for teaching about ADHD and understanding what ADHD is teaching us, is now available from this site. For the first time it is  outside of the professional context where it has been evaluated for over 10 years with amazing results, awards and commendations from government standards agencies.

 

 

This website is dedicated to support families and professionals in three ways:

Firstly, by providing FREE downloadable resources to support the issues around these conditions.

Secondly, delivering a fully interactive support programme for families which is integrated, holistic, natural and designed to be monitored and evaluated for its effectiveness. This is delivered in a simple straight forward stepping stone basis over 12 months

Thirdly, to provide a full professional service directly to families and finally to train interested parties in how to deliver a professional service that really makes a difference.

 

 

 

 

 

 

 

 

attention
Bury   ADHD
Member Comments
Advertisement
Advertisement