Pp Hyperactive,Gifted n Talented Students

8/2/2019 Pp Hyperactive,Gifted n Talented Students

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Hyperactivity

ADD & ADHD


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hyperactivity disorder(ADHD)?

Attention deficit hyperactivitydisorder (ADHD) is a disorder thatappears in early childhood.

You may know it by the nameattention deficit disorder, or ADD.

ADD/ADHD makes it difficult forpeople to inhibit their spontaneousresponsesresponses that caninvolve everything from movement

to speech to attentiveness.


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The signs and symptoms ofADD/ADHD typically appear before

the age of seven. Sometimes these children are

labeled as troublemakers, or

criticized for being lazy andundisciplined.

The differences between ADD and

ADHD is ADHD&Hyperactivestudents\ADD @ ADHD.htm
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The primary characteristics of ADD/ ADHD

-3 types of ADD/ADHD

Inattentive, but not hyperactive orimpulsive.

Hyperactive and impulsive, but ableto pay attention.

Inattentive, hyperactive, andimpulsive (the most common form ofADD/ADHD).
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Children who only have inattentivesymptoms of ADD/ADHD are oftenoverlooked, since theyre not

disruptive.

However, the symptoms ofinattention have consequences:

- getting in hot water with parents andteachers for not following directions

-

underperforming in school


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Inattentive signs ofADD/ADHD

It isnt that children with ADD/ADHDcant pay attention:

-When theyre doing things they enjoyor hearing about topics in which theyreinterested, they have no troublefocusing and staying on task. But whenthe task is repetitive or boring, theyquickly tune out.

- often bounce from task to taskwithout com letin an of them, or
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Symptoms of

inattention in children: Doesnt pay attention to details

Makes careless mistakes

Has trouble staying focused; is easilydistracted

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

following instructions

Has trouble staying organized,
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Hyperactive signs of

ADD/ADHD always moving.

They may try to do several things atonce, bouncing around from oneactivity to the next.

Even when forced to sit still whichcan be very difficult for them theirfoot is tapping, their leg is shaking,or their fingers are drumming.


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Symptoms of hyperactivity

in children: Constantly fidgets and squirms

Often leaves his or her seat in

situations where sitting quietly isexpected

Moves around constantly, often runs

or climbs inappropriately Talks excessively

Has difficulty playing quietly orrelaxin


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Impulsive signs of

ADD/ADHD Can cause problems with self-control.

Because they censor themselves less

than other kids do, theyll interruptconversations, invade other peoplesspace, ask irrelevant questions inclass, make tactless observations, andask overly personal questions.

Instructions like Be patient and Justwait a little while are twice as hardfor children with ADD/ADHD to follow


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Symptoms of impulsivity

in children: Acts without thinking

Blurts out answers in class without

waiting to be called on or hear thewhole question

Cant wait for his or her turn in line or

in games

Says the wrong thing at the wrongtime
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Helping the Studentwith

ADD/ ADHD in theClassroom: Strategies

for Teachers
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1. Instructions

students with ADHD have difficultyfollowing multi-step directions, it isimportant for instruction to be short,specific and direct.

Further, to ensure understanding, it ishelpful if these students are asked torephrase directions in their own

words. eachers must be prepared to repeat

directions frequently, and recognize

that students often may not have


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2. Task duration

To accommodate to the student'sshort attention span, academicassignments should be brief andfeedback regarding accuracyimmediate.

Longer projects should be broken upinto manageable parts.

Short time limits for task completionshould be specified and can beenforced with timers.


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3. Direct instruction

Attention to task is improved whenthe student with ADHD is engaged inteacher-directed as opposed to

independent seat-work activities. the teaching of note-taking strategies

increases the benefits of direct

instruction.
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4. Peer tutoring

Class-wide peer tutoring is importantin setting up students with ADHD forsuccess.

it provides frequent and immediatefeedback.


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5. Active vs. passive involvement

tasks that require active responsesmay help hyperactive studentschannel their disruptive behavioursinto constructive responses.

While it may be problematic forthese children to sit and listen to along lecture, so the teachers mightasked to help (e.g., help with audio-visual aids, write important points onthe chalk board, etc.).

Q & Q sessions


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6. Rule reminders and visual cues

The rules given to students withADHD must be well defined, specificand frequently reinforced throughvisible modes of presentation.

Well-defined rules with clearconsequences are essential. Relyingon the student's memory of rules is

not sufficient.

Visual rule reminders or cues shouldbe placed throughout the classroom.

It is also helpful if rules are reviewed


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7. Productive physical movement

The student with ADHD may havedifficulty sitting still.

Thus, productive physical movementshould be planned. It is appropriate toallow the student with ADHDopportunities for controlledmovement and to develop a

repertoire of physical activities for theentire class such as stretch breaks.

Other examples might include a trip

to the office, a chance to sharpen a


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Gifted and Talented

students
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"Children and youth with outstandingtalent who perform or show the

potential for performing at

remarkably high levels ofaccomplishment when comparedwith others of their age, experience,

or environment."- US Department of Education, 1993.
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A child who is intellectually gifted or

talented Strictly defined, giftedness refers to

students who have exceptional

intellectual ability - generally an IQ of160 or higher.

However, many schools extend their

definition of giftedness to includestudents which exceptional ability inone specific area such as math ormusic.


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Surprisingly, gifted students do not

always do well in school, and theyare not immune from behaviorproblems.

They can become bored by classesthat move too slowly, and it is notuncommon for teachers to label adisruptive gifted student as a

troublemaker.

Giftedness can be a puzzle forteachers and parents alike.


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Characteristics/Signs of

Gifted Children Gifted students are often perfectionist

and idealistic.

Gifted students may experienceheightened sensitivity to their ownexpectations and those of others.

Gifted students are asynchronous Some gifted students are "mappers"

(sequential learners), while others are

"leapers" spatial learners.


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Gifted students may be so far aheadof their chronological age mates that

they know half the curriculum beforethe school year begins!

Gifted children are problem solvers.

Gifted students often think abstractlyand with such complexity that theymay need help with concrete study

and test-taking skills. Gifted students who do well in school

may define success as getting an "A"

and failure as any grade less than an" "
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Creative Thinking

Independent thinker Exhibits original thinking in oral and

written expression

Come up with several solutions to agiven problem

Possesses a sense of humor

Creates and invents

Challenged by creative tasks

Improvises often


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General Intellectual Ability

abstractions Processes information in complex

ways

Observant Excited about new ideas

Enjoys hypothesizing

Learns rapidly

Uses a large vocabulary Inquisitive

Self - starter
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Specific Academic Ability

Good memorization ability

Advanced comprehension

Acquires basic skill knowledgequickly

Widely read in special interest area

High academic success in specialinterest area

Pursues special interest with

enthusiasm and vigor

L d hi


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Leadership

Assumes responsibility

High expectations for self and others

Fluent, concise self expression Foresees consequences and

implications of decisions

Good judgement in decision making

Likes structure

Well-liked by peers


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Psychomotor

Challenged by difficult athleticactivities

Exhibits precision in movement

Enjoys participation in variousathletic opportunities

Excels in motor skills Well coordinated

Good manipulative skills


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Visual/ Performing Arts

Outstanding in sense of spatialrelationships

Unusual ability in expressing self,feeling, moods, etc., through dance,drama, music, etc.

Good motor coordination

Exhibits creative expression

Desire for producing "own product"

(not content with mere copying)


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Classroom Managementwith Gifted and Talented

students
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33/36

3/9/12

What do G&T children sayabout school

Too much repetition

Too slow

Not enough new material Notenough material.

Not enough time for questions

Being rewarded with extra work

Opinion not valued

Teacher not knowing enough about


34/36

3/9/12

So the teacher should..

Need to move through the curriculumfaster and in more depth

Are more able to retain information

the faster it is delivered Find abstract and complex content

more academically rewarding

Engage in a searching behaviour tofind answers, develop understanding Often aimed at generating abstract

rules for application later


35/36

3/9/12

Goals/learning outcomes are clear

expectations are explicitlycommunicated

lessons are clearly presented

Teachers actively monitor studentprogress and understanding

Student performance is evaluated

appropriately and frequently Focus on creative process in P&P

Modify classroom environment


36/36

3/9/12

Establish a consistent discipline Control entry to class, Has a start of

class routine Discipline rules should be a given

Make sure students know what these

are and that they are consistent Motivation in the Classroom- Match

learning to the childs ability

Encourage independent thinking-Encourage abstract and complexthought

F ilit t di i

Documents

Pp Hyperactive,Gifted n Talented Students