您在這裡

Teaching students with ADHD

16 二月, 2015 - 12:10
Available under Creative Commons-ShareAlike 4.0 International License. Download for free at http://cnx.org/contents/ce6c5eb6-84d3-4265-9554-84059b75221e@2.1

Research also shows that ADHD can be reduced for many students if they take certain medications, of which the most common is methylphenidate, commonly known by the name Ritalin (Wilens, 2005; Olfson, 2003). This drug and others like it act by stimulating the nervous system, which reduces symptoms by helping a student pay better attention to the choices he or she makes and to the impact of actions on others. Unfortunately the medications do not work on all students with ADHD, especially after they reach adolescence, and in any case has certain practical problems. Drugs cost money, for one thing, which is a problem for a family without much money to begin with, or for a family lacking medical insurance that pays for medications”a particularly common situation in the United States. For another thing, drugs must be taken regularly in order to be effective, including on weekends. Keeping a regular schedule can be difficult if parents' own schedules are irregular or simply differ from the child's, for example because of night shifts at work or because parents are separated and share custody of the child.

In any case, since teachers are not doctors and medications are not under teachers' control, it may be more important simply to provide an environment where a student with ADHD can organize choices and actions easily and successfully. Clear rules and procedures, for example, can reduce the “noise” or chaotic quality in the child's classroom life significantly. The rules and procedures can be generated jointly with the child; they do not have to be imposed arbitrarily, as if the student were incapable of thinking about them reasonably. Sometimes a classmate can be enlisted to model slower, more reflective styles of working, but in ways that do not imply undue criticism of the student with ADHD. The more reflective student can complete a set of math problems, for example, while explaining what he or she is thinking about while doing the work. Sometimes the teacher can help by making lists of tasks or of steps in long tasks. It can help to divide focused work into small, short sessions rather than grouping it into single, longer sessions. Whatever the strategies that you use, they should be consistent, predictable, and generated by the student as much as possible. By having these qualities, the strategies can strengthen the student's self-direction and ability to screen out the distractions of classroom life. The goal for teachers, in essence, is to build the student's metacognitive capacity, while at the same time, of course, treating the student with respect.