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7/30/2019 EDU3104 ADHD & GiftedTalented
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THE DEFINITION
THE TYPES OF ADHD/ADD
THE CHARACTERISTICS
THE CLASSROOM MANAGEMENT
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What is meant by ADHD?
It is also known as Attention Deficit Disorder (ADD). It is a medical condition that affects how well
someone can sit still, focus, and pay attention.
They usually cannot concentrate for long and they
often do or say things on impulse without thinking.
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Types of ADHD
1) Hyperactive - constantly moving andappearing as if they move from one thing to
another quickly, always fidgeting
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Types of ADHD
2) Impulsive - unable to control their immediatereactions or think before they act, often
interrupt/disturb others
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Types of ADHD
3) Inattentive - difficulty concentrating,forgetting instructions, moving from one task
to another without completing anything
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Characteristics of Hyperactive ADHD
Moves around constantly, often runs or climbsinappropriately
Talks excessively
Seems to be in constant motion; runs or climbs, at timeswith no apparent goal except motion
Has difficulty remaining in his/her seat even when it isexpected
Fidgets with hands or squirms when in his/her seat;fidgeting excessively
Has difficulty engaging in quiet activities Loses or forgets things repeatedly and often
Inability to stay on task; shifts from one task to anotherwithout bringing any to completion
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Characteristics of Impulsive ADHD
Acts without thinking Blurts out answers in class without waiting to be
called on or hear the whole question
Cant wait for his or her turn in line or in games
Says the wrong thing at the wrong time
Has difficulty waiting for his/her turn in schooland/or social games
Tends to blurt out answers instead of waiting tobe called upon
Takes frequent risks, and often without thinkingbefore acting
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interrupt conversations
Inability to control their emotions, resulting in angry
outbursts or temper tantrums
Guesses, rather than taking time to solve a problem
invade other peoples space
ask irrelevant questions in class
make tactless observations
ask overly personal questions
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Characteristics of Inattentive ADHD
Doesnt pay attention to details
Makes careless mistakes
Has trouble staying focused; is easily distracted
Appears not to listen when spoken to Has difficulty remembering things and following
instructions
Has trouble staying organized, planning ahead, and
finishing projects Gets bored with a task before its completed
Frequently loses or misplaces homework, books, toys,or other items
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Can you identify which one is
Hyperactive, Impulsive and
Inattentive?
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Differences between Hyperactive,
Impulsive & Inattentive ADHD
Hyperactive Impulsive Inattentive
Often fidgets or
bounces when
sittingDo not stay seated
when expected
Difficulty in playing
quietly
Always moving orclimbing on things
Excessive talking
Has difficulty in
waiting for his/her
turnsBlurts out answers
before questions
have been
completed
Interrupts othersoften
Often acts without
considerations for
consequences
Easily distracted
Difficulty in paying
attention for a longperiod of time
Difficulty in
following directions
and completing
tasksForgetfulness
Tendency to
daydream
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Classroom Management for ADHD Children
Establish clear rules and apply them consistently.
Secure eye contact before giving directions.
Give clear, simple, straightforward directions.
Check childs understanding of directions and the
consequences of failing to follow them. Be patient and low key, but firm.
Use good and consistent behaviour management
techniques. Use a home-school report card on a daily or weekly
basis to maintain consistent rules and management
strategies for both home and school.
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Try to re-direct (not stop) troublesome behaviours
Children with ADHD are energetic, spontaneous and
have a short attention span. Create a consistent set of rewardsthat a student can
earn by good behaviour
Start small. Pick one or two behaviours to start with
Keep expectations simple.
Motivate your student by making a chart to track his
or her good behaviours.
Use stickers or stars (tokens) to represent successfulbehaviour. For example, if your child takes his plate to
the sink without difficulty, he earns a star that is
placed on the chart.
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Providing structure is critical Establishing consistent rules and schedules go a long way
in helping your student manage tasks and activities.
Do not expect more from your student than he or shecan manage Avoid too much stimulation. Many people with ADHD have
trouble screening out the many sights and sounds that
most people can ignore. Let your student know what you want him or her to
do Say "walk, please" instead of "don't run".
Give only one instruction at a time.
Some children with ADHD have a hard time listening whenthey are trying to do something else (i.e., tying shoes).Give your student important information when he or shecan listen. It helps to make sure you have eye contact withyour student before saying anything important!
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Establish consistent discipline Less is more; make a few clear rules and consistently
enforce them.
Act quickly; talk (and threaten) less. Use non-physical punishment; brief time-outs (young
children) or loss of privileges (older children).
Communicate frequently with your student's
parents Work together to make rules and consequences
consistent.
Teach other teachers about ADHD.
Give students frequent, positive and immediatefeedback Break activities into small steps.
Create lists of steps to guide longer tasks.
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GIFTED AND
TALENTEDKIDS
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What is meant by gifted and talented kids?
It is a term used to describe children who have the
potential to develop significantly beyond what isexpected for their age. 'Gifted' refers to a child who hasabilities in one or more academicsubjects, such as
English or maths. 'Talented' refers to a child who has
skills in a practical area such as music, sport or art.
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Characteristics of Gifted/Talented Kids
learns rapidly and quickly grasps new concepts
has an excellent memory
is creative or imaginative, e.g. produces many ideas oris highly original
is independent - may prefer to work alone has a keen sense of humour
may be highly motivated, particularly in self-selectedtasks
has unusual or advanced interests Wide range of interests
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demonstrates exceptional critical thinking skills orproblem-solving ability
may have superior leadership and interpersonalskills
frequently asks in-depth, probing questions
may demonstrate a high degree of socialresponsibility or moral reasoning
possesses a large, advanced vocabulary
has superior insight and the ability to drawinferences or is intuitive
is an advanced reader either in English or in thehome language.
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Specific Characteristics of Gifted &
Talented Kids
Cognitive (thinking) skills
Ability to master a new skill with
unusual speed Quick and accurate recall, and ability to recall skills and
information presented in the past
Increased alertness to features in the environment
Exhibiting deeper knowledge than other children of the sameage
Being resourceful and creative, and improvising well in play.
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Learning style
Great curiosity, and desire to learn
High level of motivation in areas of interest
Being bored easily and becoming frustrated quickly if not
challenged
An ability to concentrate for extended periods in areas of
interest
Generally have advanced planning skills for their age
Using unusual or imaginative ways of doing things
Unusually intense interest and enjoyment when learning new
things.
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Motor (physical) abilities
Development of particular motor skills earlier thanother children of same chronological age.
Speech and language skills
Well developed word knowledge and language skillscompared to other children of the same age
Creative use of language - for example, able to makeup complex songs or stories, and having an advancedsense of humour.
Able to adapt and vary their language to match theunderstanding of older or younger children and adults
Reading, writing, or using numbers in ways that areadvanced for their age.
Advanced play interests and behaviours.
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Visual and spatial skills
Advanced visual and spatial abilities; for example with
puzzles, building and construction materials, drawing, designand/or painting
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Classroom Management
for Gifted
and Talented Kids
Plan for differentiation for gifted and talented pupils as much
as for pupils with special educational needs.
Ensure that marking is based on assessment for learning.
Gifted and talented pupils need to be moved on just as much
as pupils at a lower level. Set targets just as rigorously and
refer to targets as often as for other pupils.
Ensure resources meet the needs of and challenge these
pupils adequately.
Teachers' planning needs to involve activities specifically
designed to build self-esteem and foster inclusion.
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Dont accept the bright childs answer first
each time or allow that child to dominate.
Give time to others.
Equally, dont discourage the gifted and
talented child from answering.
lace any gifted and talented children in the
kind of seating that allows you to maintain
good eye contact in lessons
Allow gifted and talented children to
remain quiet in some discussions and to
come in on the end or after the lesson ifthey like.
Gifted and talented pupils must be offered a climate in
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Gifted and talented pupils must be offered a climate in
which they feel free to fail sometimes but not to fail
deliberately.
Vary levels of praise according to the personality of the
child
Use creative questioning techniques
Ask open-ended rather than closed questions