Facts About Inclusion in the Classroom for Children Exhibiting Signs of ADHD
Posted by in Special Education on October 22, 2011
If your child has been diagnosed with Attention Deficit Hyperactive Disorder, it is essential that you learn facts about inclusion in the classroom for children exhibiting signs of ADHD. In the year of 1975, a special Act was passed called the “Education for All Handicapped Children”. This Act outlines the fact that all children that have been diagnosed with a disability are provided with the opportunity to receive public based education. In the years of 1990 and 1997, as well as the year 2004, several reauthorizations were conducted regarding this Act. It then became known as the “Individuals with Disabilities Education Act” or “IDEA”. The mandates of this Act are much the same. However, it also includes the fact that students should be able to receive their public based education in the classroom environment that is considered to be the least restrictive. Children with signs of ADHD no longer have to be taught in special education classrooms. They may be a part of classrooms that include children that do not have disabilities.
Inclusion in the classroom is highly beneficial for children exhibiting signs of ADHD in many ways. This permits children experiencing this disability to socialize with children their own age. As a result of this socialization, the child is capable of developing friendships. In addition to this, the students are not made to feel isolated from their peers. By being in the same classes and subjected to the same experiences, it provides them with a solid sense of belonging. As a result, they are able to see how children their age act socially. They will be able to view the behavioral characteristics of children the same age and will be able to achieve the same levels of academic success as their peers that are not hindered by a disability. Inclusion in the classroom for children with signs of ADHD also permits them to see that the world consists of a high level of diversity – which better prepares them for life as an adult. Read the rest of this entry »
Three Types of Therapy to Motivate Students
Posted by in Special Education on October 22, 2011
Three Types of Therapy to Motivate Students are: Touch therapy, music therapy and visual therapy. In my experience, these tools have proved beneficial in the achievement of my students.
1. Touch therapy can be used in the classroom with wisdom. Many teachers employ touch therapy as part of the morning routine. Shaking the hand or giving a high five to each student as they walk through the door proves very beneficial in building that necessary teacher/student relationship required for learning. We must be very careful in this day and age with hugs and light touches in the regular classroom. However, with the developmentally delayed students touches are a necessary part of their learning. Lightly touching a student’s hand or arm or leg can give them the stimulation they need to respond to an instruction to move. Sometimes smoothing on lotion can calm a child to get them to perform the task required. When working in preschool and especially with developmentally delayed students touch is very important. Pulling a child close or holding a hand can calm the child and get them to do the necessary task required. Read the rest of this entry »