anifested the classic signs of ADHD including hyperactivity, short attention span, easy distractibility, class disruptiveness, impulsivity and inattentiveness. Due to his symptoms, he was also having difficulty keeping up with the class lessons. The importance of having to secure a conducive learning environment for him became a necessity especially when the student was falling well behind his other classmates. A plan was established in order to provide support for the student and to ensure his full and effective participation. The student had one-on-one support for his daily lessons, however, this was not working well for the student as different teaching assistants were assigned to him for each subject. The different approaches of the teaching assistants made the situation even more difficult for the student to adapt to. After the teachers and teaching assistants met and discussed the student’s case, it was suggested that there was a need to make changes in the classroom in order to ensure more efficient outcomes. It was suggested that the student needed to have only one teaching assistant assigned to him for his daily lessons. This would help provide consistency and discipline for his lessons and his learning.
The reflective process and model which would be applied for this essay would be the Gibbs reflection style. This reflective style provides specific details on the different events surrounding the critical incident. The actions and decisions involving the incident will then be critically assessed and analyzed, applying evidence-based research in order to provide sufficient support and logic for the actions made (Jasper, 2003). This reflective model includes a description of the event, the feelings during the incident, the evaluation of the incident, an analysis of the incident, and an action plan for the incident (Jasper, 2003). A description of the incident is already provided above.
In relation to the feelings encountered, I felt that the ...
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ADHD Author Institution ADHD Introduction The paper pursues to review evidence on the effectiveness or efficacy of cognitive behavioural therapies in addressing ADHD. According to Dobson & Dobson (2009), attention deficit hyperactivity disorder (ADHD) can be regarded as one of the prevalent childhood disorders that can continue throughout adolescence to adulthood.
This paper provides a critical analysis of an incident I was able to observe in the classroom involving an ADHD student. During my observation, I was able to note how the student could not keep up with his classmates because he had a short attention span and he had a hyperactive nature.
These children also experience impulsivity, as well as hyperactivity, resulting in difficulty in controlling their actions in both home and school. One of the hallmark features of ADHD is the impairment of a child's cognitive, as well as psychosocial, capacity.
Psychological and behavioral studies, however, warn against relying on signs and folk beliefs in detecting learning difficulties. If these patently unscientific methods are made as basis of instructional programs, it will create more harm than good. Thus, many state laws today compel the education sector to use systematic methods of assessment that would measure possible obstacles to learning with more confidence and accuracy.
In terms of what it is, Attention Deficit Hyperactivity Disorder is currently defined as a neurological disorder affecting the brain, “that affects both children and adults. It is characterized by symptoms of inattention,
However, cognition, itself, is categorized into knowledge, comprehension, application, analysis, synthesis, and evaluation (Kyriacou, pp.22, 1997). From among these divisions, the activity of questioning propels the minds to go through a
e by initially providing an overview of ADHD, its symptoms, co-morbid problems, and neuropsychological deficits, prior to delving into academic disadvantages, rationale for experiencing academic problems, and the appropriate interventions needed to address manifested behavior.
Often, those affected exhibit a range of edifying, developmental, social, behavioral and interrelated difficulties. Latest inventions and innovations in remedial imaging, genetics, and neurology have made it
Two, hyperactivity; such as constantly fidgeting while sitting at their desk and three, acting out without considering the consequences. Children diagnosed with ADHD can often be heard speaking loudly, seen overreacting in a given situation and not
ehavioural disorder usually appear in children of between six and twelve years of age, and must last for more than six months for the condition to be diagnosed. Due to their inattentiveness, children with ADHD often perform poorly in school although they have a good attention
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