Beruflich Dokumente
Kultur Dokumente
EDA6061
By Bernadette Harris
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ADHD and SID are real and present in classrooms across America, but it doesn’t
seem that institutions and educator programs have prepared our teachers sufficiently in
programs go the extra mile and add training for working with non-English speaking
students. Few, if any, address effective training for meeting the needs of a vast number
of what will make up their classrooms when they enter the field of education. As leaders,
it is time that we took measures to fill the learning gap for our educators, and arm them
with the tools they need to ensure success of these students in their classrooms.
teachers and school administrators across the nation. It has become almost epidemic in
of all school aged children have been diagnosed with ADHD (p.1). Its rates have
increased by 400 percent since 1988 (Stein 1999 p. 3), but it is said to be confined to the
France and England combined, only one child is diagnosed for every 250 diagnosed in
For the benefit of those who are less familiar with ADHD, its two major
difficulty focusing on a single isolated task, and difficulty following directions. Those
with a great deal of impulsivity and hyperactivity often find it difficult to stay seated or
still for extended periods of time and may leave their seat often, fidget with items in their
hands, tap, or even have to work standing up! It should also be noted that ADHD can be
just ADD, with the aforementioned symptoms with regard to inability to focus, organize,
stay on task and follow directions, but without the tendency toward hyperactivity and
Many children with ADD/ ADHD often also find it difficult to participate in
sports and seem to often have lower athletic ability than those without ADHD.
directions, impulsivity and excessive talking, inability to focus and complete tasks) they
learning disabilities, low I.Q, speech pathology, etc, there does not exist a test for ADHD.
behavioral tendencies of children with ADHD and the frequency that the child
demonstrates these tendencies. The child might also be seen by a psychologist for a
disorder, low IQ, processing deficits, as well as a battery of other possible physical and
Once the child is diagnosed, they are usually prescribed one or more of a variety
of medications designed to help the child control their behaviors and focus more
these medications seem to be the stimulants such as Ritalin, Dexedrine and Adderall.
Pharmaceutical companies in recent years have also discovered some natural non-
stimulant medications that are effective in some children as well, such as Strattera.
Although the medication alone can provide amazing results for children, it is often a “hit
and miss” in finding the correct one that the child responds to. In addition, behavioral
form of treatment and found to be much more effective than just medication alone.
So what does that all have to do with me, the educator? I think it is important for
teachers to have a better understanding of the disorder as well as some other interesting
In addition to the very frustrating constraints that ADHD has on a student’s ability
to focus, organize themselves, and therefore learn, many brain image tests of children
with ADHD have found that they have a heightened intuitiveness and creativity (Honos-
Webb 2005, p. 95). Unfortunately, due to the fact that they usually have a series of
negative experiences and conflicts in their school setting year after year, they tend to lose
their self-esteem and motivation to succeed. They will then try to deflect attention to
why it is critical that educators avoid reacting negatively to these students and instead
find creative ways of increasing their motivation and keeping them striving to achieve.
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Many of these students are not qualified for special services in the education
system because they do not have learning disabilities or processing deficits of the
conventional sense. Therefore, they do not come to our classrooms and schools with
Individual Education Plans that give us a framework for knowing what types of
modifications and accommodations we should make for these children. This is where the
need for increased training and information comes in. Teachers need to be educated in
the intricacies of the most effective methods for helping these students achieve their
goals. Pulling them away from the group and sitting them in the most remote corner of
the classroom where they can’t disturb the rest of the students who are ‘there to learn’ is
just not enough! These children deserve the same opportunities, the same reinforcement
and the same energy and attention from their teachers; in fact, they need more!
The second piece of this research is a less widely known disorder called SID
relate to others and their self-esteem (Kranowitz 1998, p.3). It can come with either
major or minor symptoms, depending on the child, and is interestingly similar in many
ways to ADHD!
occupational therapist in the 1950’s and 60’s. It begins in the central nervous system,
which controls our ability to analyze, organize and integrate messages from our senses.
A dysfunction here means that the child can’t respond to sensory messages consistently,
therefore affecting their ability to learn! In the term ‘learning’, we are referring to
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learning to follow directions and expectations, motor skill learning, and academic
learning. One of the most prevalent facets in the learning dysfunction is the child’s
inability to “read” verbal and nonverbal cues. They also may be able to interpret or
“read” the cues, but cannot change their behavior or stop themselves!
**This is where I have found the greatest connection between SID and ADHD to
exist. A very wise physician once gave me the following analogy to explain the inability
Two children are sitting in their third grade classroom and the teacher has her
back turned and is writing on the board. Child #1, who has ADHD, and Child #2 who
does not, have both created elaborately crafted paper airplanes that they badly want to see
soar across the classroom to one another’s desks. Child #2 picks up his airplane to throw
it, realizes that the teacher will probably turn around at any moment and catch him
releasing the airplane into the air, and even if she doesn’t, the other students will react in
some way that will draw her attention to it. He decides it would not be the best choice
and puts the plane away. Child #1’s plane is already out of his hand and has hit the
SID follows the same rules, and to add even more complexity to the picture, the
SID child may be able to read cues, organize and respond appropriately one day, but not
the next! In order to make a diagnosis of SID in a child, they must exhibit sensory
smells or tastes. They may exhibit some, few or many of the symptoms, but must exhibit
them with frequency, intensity and duration in order for a diagnosis to be made.
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What I found most interesting about these symptoms in my research is that most
physicians do not address or test for these symptoms in their diagnosis of ADHD! There
is not a place on the ADHD survey questionnaire that addresses these types of
dysfunction, and instead only looks at the impulsivity and inattentiveness symptomology,
although those are symptoms of BOTH ADHD and SID! Another interesting fact that I
discovered is that most of the SID children seem to be diagnosed in their infancy and
preschool years, and are identified mostly by dysfunction in fine motor skills and
heightened sensitivity to sound, smell and touch, rather than the other symptoms
associated with SID. It seems that in school aged children, all children exhibiting
impulsivity and inattentiveness are being diagnosed and treated for ADHD, without
And who are the kids in the “syndrome mix”? Take a real live child…Add a
double helping of ADHD and any one of the following and you have you have a
• Learning disability
• Bipolar depression
these problems, when paired together, exacerbate each other. “SI dysfunction,
ADHD, autism and learning disabilities are separate but often coexisting disorders of
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the syndrome mix, which frequently elicit similar symptoms. A child might exhibit
Screening and testing for SID must be done by an occupational therapist, rather
than a physician or psychologist. This can attribute to why there may be a lack of
diagnosis of one piece of the puzzle for many children, since pediatricians and
psychologists are not trained or qualified to identify SID, and occupational therapists
are not trained or qualified to identify ADHD, learning disabilities and psychological
disorders.
Depending on the type of dysfunction the child is found to have, there are many
interventions that can be made in the classroom environment to help these students learn.
Tactile dysfunction, for instance, can be helped with the use of hand fidgets, textured
seating pads, textured paper such as sandpaper for the child to trace figure eights and x’s
across with their fingertip, sand/ water tables, and rocking chairs for when students are
reading. To develop vestibular integration, a student can sit and read on a therapy or
balance ball, or spend time on a swing each day. To develop fine motor skills
integration, the children should form things out of clay, use scissors, buttons, beads, or
work with puzzles. The ADHD child is extremely disorganized and “merely owning a
planner is not going to be enough” (Hallowell & Ratey 2005, p. 49). The teacher will
need to go the extra step of daily planner checking and signing, and other organizational
Finding the right mix of modifications is where the true need for educator training
and creativity on come into play. In the classroom, there are limits to how many different
modifications can be made in a given day and setting. However, with some creative
Picture the classroom with group seating for all students. Desks are in groups of
four or five throughout the room. On three of the chairs there are sensory integration
seating pads, with specific textures as recommended by occupational therapists, for three
students who have tactile dysfunction along with ADHD. These are the students that are
very impulsive and frequently out of their seat without the seat pads.
Inside another student’s desk is an array of four or five different hand fidgets for
him to hold onto when he does his math or writing, whatever is the most difficult for him
Another student has two large pieces of sandpaper taped to his desk. One has a
figure eight and one has a curvy x on it. This child has dysgraphia dysfunction, and is
also inattentive when he is asked to do any writing or any classwork that extends beyond
five minutes. When he gets frustrated or tired of doing his work, he must run his
fingertip across one of the shape at least three or four times and then return to his work.
group of four tables. In the center of the tables there is a caddy holding a small bag of
dry beans, a container of playdough, and some dry pasta, small squares of construction
paper, glue and scissors. At any time throughout the day, such as during literacy centers,
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the teacher assigns certain students to go to this table and complete an activity such as
using the dry pasta to spell out their spelling words, form letters out of playdough, cut out
small shapes of construction paper and glue them in patterns on a sheet of paper, etc.
These activities as well as many others are taught at teacher workshops across the
nation throughout the year. Often times they are presented by occupational therapists and
experts in the study of ADHD and SID, along with other common disorders and learning
disabilities.
We are no longer of the belief that students with these types of syndromes should
be self-contained and locked away from their peers. They have gifts, talents and special
needs. Educators have to expand their knowledge and understanding and be willing to
adjust the setting and scope of their classrooms in order to motivate, stimulate and
accommodate the variety of differences these children bring into their world.
under this standard include making provisions in your instructional program for students
with special needs, identifying curriculum needs for different student populations, and
ensuring that teachers get the help (training) that they need to improve teaching and
learning. Part of meeting this standard as a leader means providing teachers with the
resources they need to know how to prepare effective instruction for the population of
students they will face that have so many of these problems. With the large percentage of
students entering our schools in America with these disadvantages, we cannot assume
that using only conventional methods and materials is going to achieve success. It is our
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job as leaders to create a school climate that embraces and is well prepared and educated
in the formulation of success of students with special needs such as ADHD and SID.
References
Hallowell, E. M. & Ratey, J. J. (2005). Delivered from distraction. New York: Random
House.
Kranowitz, C .S. (1998). The out of sync child. New York: The Berkley Publishing
Group.
Kutscher, M. L. (2005). Kids in the syndrome mix of ADHD, LD, Asperger’s, Tourette’s,
Bipolar & more. London, UK: Jessica Kingsley.
Pelman, W. E. & Jensen, P. (2001). “Clinical practice guideline: treatment of the school-
aged child with attention deficit hyperactivity disorder.” Journal of American
Academy of Pediatrics, 108, 4, 1033-1044.
Stein, D .B. (1999). Ritalin is not the answer: a drug-free, practical program for children
diagnosed with ADD or ADHD. San Francisco: Jossey-Bass.
Wheeler, J. & Carlson, C. L. (1994). “The social functioning of children with ADD with
hyperactivity and ADD without hyperactivity.” Journal of emotional and
behavioral disorders, 2, 1, 2-12.