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PostTo add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).By: Anne Miller vijayalaxmi Santosh MhetreFriday, Sep 20, 2024WATER, ENERGY, AND THE ENVIRONMENT
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ArticleADHD and School interventionsBy: Anne Miller vijayalaxmi Santosh MhetreWednesday, Sep 25, 2024CULTURE AND SOCIETY+1
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OpportunityVirtual conference : Asian financial crisisThe significance of the Asian financial crisis is multifaceted. Though the crisis is generally characterized as a financial crisis or economic crisis, what happened in 1997 and 1998 can also be seen as a crisis of governance at all major levels of politics: national, global, and regional.By: Jene HamletMonday, Sep 16, 2024CULTURE AND SOCIETY
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ArticleStudents with ADHDMany students with ADHD have significant difficulties with organization. They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD. The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.By: Anne Miller vijayalaxmi Santosh MhetreMonday, Sep 16, 2024YOUTH EMPOWERMENT
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OpportunityA Retrospective on A Teenager’s Experience Being Diagnosed and Treated for ADHDAs a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes. The degree to which attention impacts a student’s academic and social performance is related to the interactions between the student’s academic and behavioral needs and the environmentaldemands. Therefore, it is not unusual for the student to perform differently across settings. For example, a student with ADHD may experience academic success in elementary school;however, when he enters middle school, the increased academic and organizational demandsmay increase his need for additional academic and behavioral supports.By: Anne Miller vijayalaxmi Santosh MhetreWednesday, Sep 4, 2024HEALTH AND NUTRITION+1
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PostThe culture of the classroom can either support or create barriers to student success (Piffner, 2011). Factors that foster attention, positive behavior, and academic and social success include establishing positive relationships with students, adopting classroom management techniques, and creating a physical arrangement that facilitates learning. It is often a positive relationship with one teacher that facilitates school success for a student with ADHD (Piffner, 2011). The main symptoms of ADHD are inattention, hyperactivity and impulsivity. These can manifest in different ways: persistent fidgeting, being easily distracted or forgetful and difficulty waiting for a turn.By: Anne Miller vijayalaxmi Santosh MhetreThursday, Sep 5, 2024WATER, ENERGY, AND THE ENVIRONMENT+1
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PostThey are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD. The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.By: Anne Miller vijayalaxmi Santosh MhetreWednesday, Sep 4, 2024HEALTH AND NUTRITION
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