Can you answer well_thats_interesting’s question about ADHD?:

I’m just wondering if the questions are more directed at your experience like “do you fidget in class?” or are more like please read the colors of the following words?

Neurofeedback Adhd

ADHD natural? Far too much trouble! Much better to let your ADHD child get used to amphetamines from an early age. After all, he/she might need them in college to get through exams. Never mind all the side effects - your child\’s teacher will thank you for it . ADHD psychostimulant medication (Ritalin, Vyvanse and Strattera) seems to be winning the battle against ADHD natural medicine. However, ADHD natural has one great advantage over the ADHD meds and that is that there are no side effects and there is no risk at all of addiction!

I know teachers who insist on children being given Ritalin. But studies show that Ritalin can lead to stunted growth and weight loss. I know of several children who pleaded with their parents to be taken off the ADHD meds after two years because they felt \’funny\’. No surprise there as the side effects (sleep problems, loss of appetite, hallucinations, suicidal thoughts are just a few in the horrendously long list). But the withdrawal symptoms when they were taken off these drugs was no joke!

The only way to approach ADHD is to take a multi-pronged approach and forget the medications with psychostimulants as they do not cure the disorder and neither do they help the child to cope.

First, find a support group in your area where you can share experiences with parents or carers and get help.

Secondly, you have to spend as much time as you possibly can in parenting and that means organising activities, green time, reading time, homework time and supervising media exposure and also limiting it. How many parents try to teach their children to read? Combining reading and cooking is one way. Reading recipes together is a great way of helping a child to be creative and learn by doing.

Another great way of getting to grips with the ADHD problem is to seek out ADHD forums on the Web. There are some just dedicated to the ADHD natural approach but many others out there seem to be doing a hard sell of ADHD psychostimulants. However, it is an easy job to find the ones which will support you best and which will give you a better idea of how to choose ADHD natural medicine without risking your child\’s health, future and career. Why put your child on the fast track to the teenage drugs scene?

ADHD natural medicine will help your child to focus better and to manage tasks as well with a little help from yourself. There will be less impulsivity and you will feel calmer yourself as accidents in the home and in the street will be much less likely. Choosing an ADHD natural remedy which is manufactured to the highest standards is a must. You will want to make an informed choice whether ADHD natural medicine is the right solution for your child. The link below will help you do just that.

However, ADHD natural has one great advantage over the ADHD meds and that is that there are no side effects and there is no risk at all of addiction!

I know teachers who insist on children being given Ritalin. But studies show that Ritalin can lead to stunted growth and weight loss. I know of several children who pleaded with their parents to be taken off the ADHD meds after two years because they felt \’funny\’. No surprise there as the side effects (sleep problems, loss of appetite, hallucinations, suicidal thoughts are just a few in the horrendously long list). But the withdrawal symptoms when they were taken off these drugs was no joke!

The only way to approach ADHD is to take a multi-pronged approach and forget the medications with psychostimulants as they do not cure the disorder and neither do they help the child to cope.

First, find a support group in your area where you can share experiences with parents or carers and get help.

Secondly, you have to spend as much time as you possibly can in parenting and that means organising activities, green time, reading time, homework time and supervising media exposure and also limiting it. How many parents try to teach their children to read? Combining reading and cooking is one way. Reading recipes together is a great way of helping a child to be creative and learn by doing.

Another great way of getting to grips with the ADHD problem is to seek out ADHD forums on the Web. There are some just dedicated to the ADHD natural approach but many others out there seem to be doing a hard sell of ADHD psychostimulants. However, it is an easy job to find the ones which will support you best and which will give you a better idea of how to choose ADHD natural medicine without risking your child\’s health, future and career. Why put your child on the fast track to the teenage drugs scene?

ADHD natural medicine will help your child to focus better and to manage tasks as well with a little help from yourself. There will be less impulsivity and you will feel calmer yourself as accidents in the home and in the street will be much less likely. Choosing an ADHD natural remedy which is manufactured to the highest standards is a must. You will want to make an informed choice whether ADHD natural medicine is the right solution for your child. The link below will help you do just that.



Thanks to Robert William Locke for contributing this article to our ADHD blog:

New Adhd Medications

Can you answer buwi’s question about ADHD?:

How does the learning disability ADD differ from other learning disabilities?

Concerta Medication For Adhd

Learning disability in India

 

By Sadaket Malik

 

 

 

The past decade has witnessed a sudden spurt in the recognition of learning disabilities in India. This sensitivity has benefited some children who have to cope with the invisible learning disability. Besides the growing awareness there are still a number of misconceptions that are associated with the term ‘learning disabilities’. The reasons for these misconceptions are manifold ­ learning disabilities are heterogeneous with different manifestations.

 

The hard fact is that Learning Disability (LD) is real and a stumbling block for a nations development process. The question is why and how it affects development? A person can be of average or above-average intelligence, without any sensory problems (like blindness or hearing impairment), and yet struggle to keep up with people of the same age in learning and regular functioning.

 

In India around 13-14% of all school children suffer from learning disorders. Unfortunately, most schools fail to lend a sympathetic ear to their problems. As a result, these children are branded as failures. Samir Parikh, a child psychiatrist opines that dyslexia is not a disease, but its a lifelong problem and presents challenges that need to be overcome daily. He is however optimistic and argues that with proper diagnosis, appropriate education, hardwork and support from family, friends, teachers and others, a dyslexic can lead a successful and productive life.

 

According to the National Center for Learning Disabilities, LD is a neurological disorder that affects the brain’s ability to receive, process, store and respond to information. The term learning disability is used to describe the seeming unexplained difficulty a person of at least average intelligence has in acquiring basic academic skills. These skills are essential for success at school and at workplace, and for coping with life in general. LD is not a single disorder. It is a term that refers to a group of disorders in listening, speaking, reading, writing, and mathematics. The other features of LD are: (a) a distinct gap between the level of achievement that is expected and what is actually being achieved (b) difficulties that can become apparent in different ways with different people (c) difficulties with socio-emotional skills and behavior.

             However, Specific reading disabilities, in children and adults, have been classified as ‘dyslexia’ or ‘developmental dyslexia’ or even ’specific developmental dyslexia’. These terms are in use interchangeably with LD. The identification and description of LD began in the western world in the 1950s and 60s. The major developments of the LD movement during this period centered on children, who appeared normal in many intellectual skills but displayed a variety of cognitive limitations that seemed to interfere with their ability to read, write and learn in the classroom. These were essentially deficient general learning processes centering mostly on what we today call distractibility, hyperactivity and visual-perceptual and perceptual-motor problems.

               The LD movement in India is of a recent origin and is today comparable with that of its Western counterpart. Reports of lower incidences of LD in the Eastern world were attributed by western scholars to the general lack of awareness and sensitivity among educationists to the specific difficulties faced by children learning to read in overcrowded classrooms.

 

               The Nalanda Institute report has highlighted that in India during the last two-decade or so, there has been an increasing awareness and identification of children with LD. Despite this growing interest India still does not have a clear idea about the incidence and prevalence of LD. Unfortunately, epidemiological studies of LD are fraught with difficulties ranging from the very definition of LD, identification, assessment, to socio-cultural factors unique to India.

            What should then be the future strategy to cope and overcome the problem of dyslexia? What are some of the biggest challenges facing classroom teachers of learning disabled children? More districts and states are implementing a policy of inclusion for children who before might have been in separate classes. What assistance or resources do you have for teachers who are working with children with so many different ability levels?

 

Ironically, policy related to Learning Disability is yet to see the daylight. In absence of such a policy and incongruous environment, children with LD cannot be rehabilitated in regular schools. Though isolating such children from regular schools for training at Special Schools is not a good precedent, it is the best available option in the prevailing conditions and inevitable too.

               Learning disabilities can affect a person’s ability in the areas of listening, speaking, reading writing, and mathematics and is often first suspected when there is a clear and unexplained gap between an individual’s level of expected and actual levels of achievement. Learning disabilities also can encompass problems in the area of social-emotional skills and behavior, and some individuals with learning disabilities struggle with peer relationships and social interactions in addition to academic challenges.

 

The good news is that during the past three decades, RCI and Ministry of HRD, Ministry of Social Justice and Empowerment Govt. of India with the help and intervention of countrys strong academic community and specialists studied the instructional techniques, strategies and conditions that best enable students to learn critical skills, especially in the area of reading.

           The first step in this strategy should be early detection, acceptance by parents and broad awareness among the academic community and above all a mature handling of the problem. At the government level, there is a need to formulate a constructive policy in this regard. To see that these steps are implemented, school vigilance and parental awareness is equally essential.

So my answer to above questions is that teachers today are challenged (and charged) to find ways to identify students who struggle and provide them (and their peers) with the very best instruction possible. That is, teaching based on the highest quality research and professional wisdom, and that takes into account not just subject matter, but a student’s rate of learning and his or her ability to achieve the highest standards possible within the general education curriculum. Teachers also are challenged due to the lack of resources in schools.

 

The best sources of assistance and the most promising pool of resources are to be found right there in the school. General and special educators working creatively, sharing ideas and strategies, tapping related services providers and others including speech-language therapists, psychologists, and occupational therapists, implementing progress-monitoring activities and sharing responsibility for needed adjustment in instruction.

 

Despite the fact that Dyslexia is a known classroom disorder, it has not reached its optimum awareness levels in the schools in the country. Teachers either ignore the deficiency or blame it on the childs personality branding it as laziness, attitude or aggression. The child continues to graduate from one class to the other totally inept at handling the pressure of the higher classes. This leads to behavioral problems.

 

Interestingly, Orkids facilitates early intervention in the childs academic life so that he/she learns the strategies and skills necessary to cope with it better and in some cases, overcome it altogether. Early intervention reduces incidence of extreme steps such as repetition of a class or even expulsion, which, needless to say, could have an adverse effect on the childs self-esteem and leave an indelible scar on their psyche. Children with special needs have a right to be relaxed and confident about them and we must, as responsible adults, try our best to help them remain that way.

 

Nevertheless, there are several agencies in government and non government sector working in the field and contributing for elimination rather detection of this classroom disorder. ORKIDS institute of higher learning New Delhi is the brainchild of Ms. Geet Oberoi who has 15 years of experience in Special Education. She opened her first center in Kalkaji, New Delhi in the year 2000. The fabulous response it brought from parents and students alike has spurred her on to open the second and third branch in GK II and DLF respectively.

 

            The ORKIDS Multidisciplinary clinics is intended to provide remedial services to children with special needs. Classroom situations present various forms and degrees of difficulties and problems relating to phonetics, comprehension, general study skill, computation, speech and language development and visual perception skills. These areas require special care and individual strategy and skills.

 

In India, SAMVEDA Research and Training Centre kolkatta, the brainchild of Surendranath P. Nishanimut, an young entrepreneur turned “Special Educational Needs (SEN)” enthusiast, is another such responsible effort in rehabilitating children with learning disability in India.

Furthermore, The Tata interactive learning disability forum 2008 held in Mumbai on the 29th November 2008 and in Kolkata on the 2nd December 2008 focuses on urgent need to address Learning Disability (LD) issues. Focusing on the theme of Special Deeds for Special Needs, the TLDF 2008 underlined the importance of early remedial action to help learners with special needs.

The Nation’s commitment towards achieving the goal ‘education for all remains unfulfilled and will remain so if educational opportunities is not extended to all school-going children including children with LD. More attention to these children by extending support to institutions and schools that help children with LD will certainly improve the scene. There are institutions which have trained personnel who could help assess the extent of damage and treat these children accordingly. Govt. of India should envisage a national debate on the rehabilitation issue of learning disabled children in the classroom.

 

 



Thanks to Sadaket Malik for contributing this article to our ADHD blog:

Teaching Children With Adhd

The GED gives adults who didn’t graduate high school the opportunity they need to qualify for college and for more and better jobs. Taking the GED, though, can be difficult for people with disabilities. If you have a disability, it shouldn’t stop you from taking the GED and showing what you know. The GED Testing Service provides special test-taking accommodations for GED students with many types of disabilities.

Most people think of physical disabilities, when they think of test-taking accommodations. The GED provides accommodations for people with many types of disabilities, though, including physical disabilities, emotional and mental health disabilities, learning disabilities, and ADHD (Attention Deficit/Hyperactivity Disorder). The GED testing center can provide extended time, an audiocassette version, a braille test version, a calculator for the second math test, a talking calculator for the entire math test, a private room, supervised frequent breaks, or other accommodations specific to the disability. A qualified professional, such as your doctor, will need to provide documentation of your diagnosis and needs.

One of the most common disabilities is ADHD, or Attention Deficit/Hyperactivity Disorder. ADHD can often go undiagnosed, and cause people to perform poorly in school. People suffering from ADHD may drop out because school is so difficult when you can’t concentrate, focus, or sit still. To get accommodations for ADHD, you’ll need information from a psychiatrist, medical doctor, or psychologist who specializes in ADHD, along with information about your history and symptoms. You’ll need to take a test of attention, like the TOVA Gordon Diagnostic Battery. The GED test accommodations you can receive (such as frequent breaks or extra time) will be based on your symptoms, and how they’ll limit you during the test.

Accommodations may also be given for learning disabilities, such as dyslexia (reading disabilities), dysgraphia (writing disabilities), or dyscalculia (math disabilities). For these types of disabilities, you’ll also need a diagnosis from a doctor, who will need to report your scores on tests for learning and cognitive disabilities.

Talk to your doctor if you feel you need accommodations. Discuss what tests you may need to take, and whether you need to see a specialist.

Even with accommodations, the GED may be difficult for people with disabilities. Studying can also be a problem. The GED Academy strives to make its program as accessible as possible for students with disabilities. Go to the GED Academy website at http://www.passGED.com to learn more about our program, and how it’s designed to help everyone learn.

For more information and GED test-taking accommodation forms, visit the ACE GED Testing Service website: http://www.acenet.edu/Content/NavigationMenu/ged/test/Take/Accommodations_Disab.htm



Thanks to Michael Ormsby for contributing this article to our ADHD blog:

Get a Money-making Website