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A D H D ATTENTION DEFICIT HYPERACTIVITY DISORDER
According to Centers of DiseaseControl and Prevention (CDC), inyear 2007,
there are 4500000children age 3 to 17 with ADHD.
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CHARACTERISTICS
DEFINITION
CAUSES
IMPLICATIONS IN
TEACHING AND LEARNING
1
3
4
5
TYPES2
ADHD ATTENTION DEFICITHYPERACTIVITY DISORDER
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DEFINITION
ADHD definition now includes students having limitedstrength, vitality, or alertness, including a heightened
alertness with respect to the educational environment.
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Different types of ADHD
PredominantlyInattentive Type
PredominantlyHyperactive-Impulsive Type
CombinedType
Trouble paying attentionin class and are forgetfuland easily distracted
Difficulty in organizingtask and activities
Cannot sit still, often talkexcessively, and havedifficulty playing quietly
Fidgets with hands orfeet or squirms in seats
Have features ofinattention andhyperactivity/impulsivity
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C USES OF DHD
EnvironmentalFactor
BiologicalFactor
Genetics
1 2 3
Stress in a familyor from
environmentsometimes causesymptoms ofADHD (but onlytemporarily ).
According Baren (1994)and supported by
Henderson (1999), certainteratogens increase thelikelihood that a child willdevelop ADHD.
Prenatal teratogens:maternal smoking,alcohol or drug abuse
Peri- and Postnatal:brain injuries,exposure to chemicalpoisons
ADHD ispolygenetic
(more than onefaulty gene).
Dopaminetransporterand receptorgenes affectthe studentsself-control.
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Name Liam Hill
Age 5 years old
Type ADHD Combined Type
CharacteristicsFearless, impulsive and rarelydoes what he is told
I never thought I could
dislike a child so much
{}
Video clip
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IMPLICATIONS TO TEACHING AND LEARNING
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Deviating from what therest of the class is doing
2
Frequently out of seat atinappropriate time
Not following teachers or
other adults instruction
Beingaggressivetowardsclassmates
1
3
COMMON CL SSROOM
PROBLEMS WITH DHD
5
4
Talking out ofturn
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COMMON CL SSROOM
PROBLEMS WITH DHD
Having shortattention span and
easily distracted
6
Being oblivious anddaydreaming
7
Not handing homeworkor handing it late
8
Producing work that isincomplete
9
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Implications to Teaching and Learning
SPEECH
READING
HANDWRITING
MAINTAINCONCENTRATION
HOMEWORK
SPELLING
BEHAVIOURALPROBLEMS
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Expressive skills in workingwith the childs articulation
Encourage child to verbalize his needsusing sounds, words or sentences
Conversational skills involvetalking to the child
One-to-one approach where adult couldmodel appropriate responses and turntaking
SPEECH
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Help the child to read more fluently and confidently and alsoprovide the child opportunity to know new words.
Select a book that the child has interest in Teacher read a short passage (student can rely on his short term memory as aid for
reading) The child read aloud together with the teacher Discuss the passage with the child Write down the word the child consistently has difficulty identifying (use other activity
to give him more experience seeing these words)
READING
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Help the child to visualize the words, and to help the child toremember the words through hearing .
SPELLING
Write and spell the words on sand Pair a movement while spelling words
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Assistive-writing devices canhelp to overcome the problemof holding a pencil
Exercises would focus more on earlywriting skills through scribbling anddrawing lines
Lined paper may help the childto write his word in a moreconsistent manner (size)
This helps him to anchor and positionhis writing
HANDWRITING
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SUMMARY ON ADHD
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Reference
Cooper, P., &ORegan, F. J. (2001). Educating children with AD/HD: ateachers manual .New York: Routledge, Falmer.
nosynasser. (2011, September 26). BBC Horizon 2005 Living With Adhd [Video File]. Retrievedon 2012, January 24, from http://www.youtube.com/watch?v=lqthHrkoOSc
Teo, H. J., & Woo, P. J. (2004). Attention-deficit hyperactivity disorder: understanding, helpingand coping. Petaling Jaya: Oak Enterprise.
Turnbull, R., Turnbull, A., Shank, M., Smith, S., & Leal, D. (2002).Exceptional lives: specialeducation intodays schools (3rd ed.). New Jersey: Merrill Prentice Hall.
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SLOW LEARNER
Nationwide, Slow learnersmake up approximately
14% of the studentspopulation, more than
students in all specialeducation categoriescombined
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SLOWLEARNER
DEFINITION
CAUSES
IMPLICATIONS ONTEACHING AND
LEARNING
1
3
4CHARACTERISTICS
2
Fast Forwardthe slow learners
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DEFINITION
Have low intelligence and academic performance but do notqualify for special education for either cognitive or learning
disabilities.IQ SCALE
Over 140 Genius or almost genius
120 - 140 Very superior intelligence
110 - 119 Superior intelligence90 - 109 Average or normal intelligence
80 - 89 Dullness
70 - 79 Borderline deficiency in intelligence
Under 70 Feeble-mindedness
We are here
Slow Learnersare here
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Other Factors
3
Social habits of the mother Mother who smoke during pregnancy tend to produce
underweight and premature children
Multiple births Increase likelihood of damage to each infant
Presence of physical agents Inappropriate use of x-rays and noxious substances can
lead to behavioral disturbance and brain injury
C USES OF SLOW LE RNER
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IMPLICATIONS TO
TEACHING AND LEARNING
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Implications to Teaching and Learning
FAMILIARITY OFSTIMULATION
ATTENTION
STRUCTURING THEENVIRONMENT
MODELLING
OVERLEARNING
LANGUAGE
MOTIVATION ANDREWARD
CORRECT BEHAVIOR
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Children are likely to show adecrease in verbalization and
motor perceptual performance ifthey are not familiar with the
surroundings
Help the child to familiarize with thesurrounding (reduce the childs stress)
Given opportunity to manipulate thingsthey are using before starting new tasks
FAMILIARITY OF STIMULATION AND ENVIRONMENT
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Too difficult task makes the childdoes not know what to respond
and what not to respond
Break the tasks into small units. Make surethe child is not dealing with too muchwork at one time
Learning only takes place for brief periodof time
ATTENTION
1. Sit properly2. Put appropriate
amount of food3. Shutting mouth
while eating4. Talking at
appropriatemoments
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Giving long and descriptivespeech will cause childs systemto be overloaded
Use restricted mode rather thanelaborated mode
Slow speech is better than fast speech(Brown & Hughson, 1972)
Let the child talk to us enable the child tobe familiar with language and help us tounderstand their problems
LANGUAGE
Language
RestrictedCode
ElaboratedCode
The large block The large red block
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Task involving childs initiative andflexibility tend to result in
breakdown
Fixed a definite place and time for definiteactivities to be carry out
Fixed definite type of task given
STRUCTURING OFENVIRONMENT
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Move on rapidly once the childgained success will lead to
forgetting
Provide opportunity to repeat learningsequence even though we know the childcan do it
Change the question slightly and introducenew situations
OVERLEARNING
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Reward must be immediate Reward should go well with the non-verbal communication
MOTIVATION AND REWARD
Concrete, visual reward Abstract, auditory reward
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CORRECTBEHAVIOR
Task perform incorrectly by the child shouldbe corrected.
Break the task to small units and teachagain.
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SUMMARY ON SLOW LEARNER
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Reference
Brown, R. I. (1978).Psychology and educational of slow learners. Boston: Routledge & KeganPaul Ltd.
IQ scale. (n.d.). www.increase brainpower.com. Retrieved on 2012, March 4, fromhttp://www.increasebrainpower.com/iq-scale.html
Shaw, S. R. (2010, Feb).Rescuing students from the slow learner trap. Retrieved on 2012, Feb2, from http://www.nasponline.org/resources/principals/Slow_Learners_Feb10_NASSP.pdf
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THANK YOU