Read and Respond: The ABC’s of ADHD #2 A
After reading the first two chapters in the book Managing ADHD in the K-8 Classroom by Grad L. Flick, I am impressed by the amount of information I received. I was especially drawn to the section addressing ADHD as a real disorder and the over diagnosis of ADHD. I have served as Assistant Principal of Curriculum and Instruction, and have experienced instances in which one particular teacher seems to refer more students in her class than any other educator. I have spent many hours in her class observing student behavior and often come away believing a shift in classroom management could alleviate some of the negative behaviors she was experiencing. Fortunately the teacher has since retired. I believe the education of teachers concerning the signs and symptoms of ADHD is important in every school and should be repeated yearly as a workshop.
In the Course, Special Needs Appropriate Practices, I was introduced to the seven myths of ADHD. Before I was familiar with these myths, I too wondered if ADHD were a true medical condition. I have instructed students whose behaviors were modified by diet, exercise, and a variety of other stimuli. I therefore wondered if it were less a medical condition and more an inherent condition exacerbated by environmental factors. I realize now this is a real condition that many children and adults struggle with daily.
Students who are diagnosed with ADHD have a right to the accommodations in the classroom environment. As an educator I find that even with the accommodations students with severe cases of ADHD are still