EVERYONE IS A GENIOUS

School is not only related to students, but also to teachers, who

play a crucial role in this institution, owing to the fact that they are

always trying to do their best in order to improve learners' learning

process. Nowadays, in a classroom, teachers can notice that children

have different learning capacity or style; this means that if a student

learn better by maps, graphics or pictures, according to Neuro Linguistic

Programming (NLP), he/she is associated with visual learning style; on

the contrary, if a student learn better by doing things, touching the

material used and/or moving his/her body, he/she is associated with

kinesthetic learning style. According to Teach, Make a Difference (2017),

the term learning style speaks to the understanding that every students

learns differently. This refers to the preferential way in which a student

absorbs, process, comprehends and retains information. Having this in

mind, people can realized that in a classroom teachers have to deal with

many learning style. However, regarding to the kinesthetic learners,

those kind of children are commonly view as a problem, owing to the

fact that they cannot be concentrate for a long period of time. In fact,

this scenery is linked with special needs, more specific: a disability

called Attention Deficit Hyperactivity Disorder.

 This disability has been known since 1950, and when people

realized that children could have ADHD, they called Hyperkinetic

Impulsive Disorder, and it was considered as a brain damage syndrome.

Years later, it was classified as Hyperkinetic Reaction of Childhood

Disorder, and it was related to impulsiveness and hyperactivity that was

evident not only at home, but also in school and in social situations

(Dossetor, 2007 p.1). It is important to highlight that, until this point,

this disability was considered only to children. However, the definition of

Attention Deficit Hyperactivity Disorder had varied, owing to the fact

that today it is display among children, adolescents and adults, and in

fact, it is one of the most common mental disorders, which a teacher

has to deal with in a classroom. Consequently, nowadays, teachers who

are able to work with ADHD's students or not, they have started to

make pedagogical adaptations in order to help not only ADHD's

students, but also students with special needs. This has been view as a

challenge for teachers, due to the fact that they have to consider all

students in their lesson plan. In order to understand better ADHD,

according to Douglas Mental Health University Institute (2013), ADHD is

a neurobiological disorder that makes it difficult for people to control

their behavior and/or pay attention. It is usually diagnosed in childhood

and often lasts into adulthood. Available treatments are adapted to meet

the needs of the individual child following a biopsychosocial assessment.

Treatments include specific medications, psychoeducation, social skills

training, special supervision at school, and individual psychotherapy.

This means that the main features of a ADHD's students is that people

in general cannot control their behavior, and consequently they treat

them with specific medications.

In Chile, cases of ADHD had doubled between the years 2009 and

2013 (Sepulveda, P. 2016), this has affect schools, owing to the fact

that teacher with experiences do not know how to help students with

special needs. Also, students with ADHD are derived to School Inclusion

Program. This is a program inside educational establishments with a

inclusive focus, owing to the fact that its purpose is to favors the

participation and the achievement of learning goals in every student, by

giving resources and equipment to educative opportunities, specially to

those students who present a major need of support. Here, students

with special needs have surely pedagogical adaptation in their learning

process in order to improve their learning. By having this kind of

program, Chile is showing that ADHD is still a disability, and probably a

problem, because teacher are not commonly taught that Attention

Deficit Hyperactivity Disorder is a learning style. At least, Finland have

view that ADHD can work like that. Teachers of those countries work

with Attention Deficit Hyperactivity Disorder as a learning style, so with

correct learning strategies, they take advantages of it, they in fact

associate this "disability" with kinesthetic learning style, so teachers use

kinesthetic strategies, for instance, when presenting new vocabulary, a

teacher can mimic it and then a kinesthetic student may repeat what

the teacher did, in that way he/she will absorb the new information

better. In addition, teachers can be supportive and view the kinesthetic

students movement not as a disturbance but as a perfectly healthy

expression of their nature and will be more likely to use kinesthetic

learning strategies to tailor lessons to the ways that they can best learn

(Kinesthetic Learning Strategies, 2017). This is important in a

classroom, due to the fact that trough years, people have noticed that

everyone learns in a different way, and not because a person's learning

style is different from them, it will be a problem; actually it can be

beneficial for both, owing to the fact that they can negotiate meaning by

the exchanging of information, and improve their learning.

Chile has to stop to think that Attention Deficit Hyperactivity

Disorder is a disability, because teachers can take advantages of it and

do a lot of thing to help students with ADHD. Chilean teachers have to

change their though as Finland did before, because everyone learns

differently, and it is the same with children with hyperactivity, they learn

by doing thing, by having breaks after a short activity, by touching the

material used, and so on. To highlight, society has to understand that

being different is not an illness (Smith, M). Certainly, the behaviors

associated with ADHD are real, they cannot be concentrate for a long

period of time, and usually that may cause problem, which are very

hard to deal with. However, parents and teachers should be cautious

and skeptical about how to treat them and how to teach them. In

addition, children should be reminded that being different is normal,

people learn different even when they do not have a disability. And

every person has to considerer what Albert Einstein said: ''Everybody is

a Genius. But if you judge a fish by its ability to climb a tree, it will live

its whole life believing that it is stupid.''

Fabiola Calfuala Cea