"Saving Grace"
Handling ADD in The Classroom
Typical of a Monday morning in Ms. Pepper's 3rd grade class, the children are working with
their math partners. Everyone is focused and on task -- everyone except Grace. Grace has
spent the past twenty minutes staring out the window, lobbing crayons at the wastebasket,
and repeatedly sharpening her pencil. Ms. Pepper has reminded Grace to do her work, but
Grace doesn't seem to listen. She's lost her eraser again -- a tool she needs for the
careless mistakes she often makes -- and although should be nearly finished with her math,
she's not even begun. None of the other children will partner with Grace; they think
she's "too weird." Grace has been labeled a 'problem child,' when in fact, Grace is a
child with a problem -- Attention Deficit Disorder (ADD).
This clinical syndrome occurs in 4-7 percent of school age children. CH.A.D.D., a national
organization focusing on children with ADD, characterizes the disorder as "serious and
persistent difficulties in attention span, impulse control, and (sometimes) hyperactivity."
Far from being mentally handicapped (as with mental retardation), psychologist Gary E.
Dudley reports that the overwhelming majority of ADD children are of average or
above-average intelligence; children whose academic difficulties develop "because of their
distractibility and inefficient learning strategies."
Although the most severely affected ADD children may require self-contained classrooms,
most can be taught in the regular class setting. Medication is an important part of
treatment for many children with ADD, but regardless of this, they are best helped in the
classroom by modifications to the instructional program; otherwise, they easily become
lost. 'Saving' Grace, and other children like her, is largely dependent upon the teacher's
ability to assign appropriate responsibilities and tasks which allow for success. Educator
and ADD advocate Bev K. Price notes that, "These children need much encouragement, praise,
and affection. They are easily discouraged because of their repeated unsuccessful
attempts."
A highly structured -- yet not too rigidly managed -- classroom is best for ADD children,
as they respond well to predictability and routine. Daily schedules; clearly defined rules,
expectations and consequences; and consistent seating arrangements are necessary for ADD
students to succeed. Says Bev Price, "It is unrealistic for the child with attention
problems to be expected to concentrate on one task for a long period of time. [Assigning]
the work in smaller chunks and changing the pace of the task will [help] their inability
to sustain effort. Expectations need to be adjusted to take into account the child's
deficits and disabilities."
The Council for Exceptional Children has tips for effective classroom strategies. Among
them:
- Give out only one task at a time.
- Monitor frequently. Maintain a supportive attitude.
- Make sure you are testing knowledge and not attention span.
- Give extra time for certain tasks. Students with ADD may work slowly.
Finally, get the parents involved. Parents and teachers need to work together to create an
environment that maximizes the child's probability of success.
There is no easy solution for the management of ADD in the classroom. ADD children are
often perceived as being unmotivated, stupid, difficult, trouble-makers, or "just plain
weird." It is, perhaps, their saving grace that they are also caring, loving children who
want to learn, but who are often misunderstood. It's the wise educator who recognizes
that, and modifies the classroom plan accordingly.
Article by Marna Poole
Education World
Copyright © 1997 Education World
Related Sites:
Teaching Children with Attention Deficit Disorder
Recommendations for Giving Instructions to Students Children With Attention Deficit Disorder
Related Resources
CH.A.D.D.
Children with Attention Deficit Disorder
1859 North Pine Island Road
Suite 185
Plantation, FL 33322
(305) 587-3700
or visit their Web site at: http://www.chadd.org
06/06/97
