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ERIC Number: ED344376
Record Type: RIE
Publication Date: 1992
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Understanding and Educating Attention Deficit Hyperactive Students: Toward a Systems-Theory and Whole Language Perspective.
Weaver, Constance
This paper argues that Attention Deficit Hyperactivity Disorder (ADHD) should be viewed as a dysfunctional relationship between an individual with certain predispositions and an environment which generates certain expectations, demands, and reactions. The paper presents a model in which: ADHD behaviors result from a combination of inherent neurological factors interacting with environmental circumstances and demands; relevant aspects of the individual's inherent biochemical nature may have been determined by either hereditary or environmental factors or both; ADHD behaviors may be alleviated most effectively by attending to both the individual and the environment; and ADHD students will succeed best when teachers and schools try to meet the needs of these students rather than merely trying to fit them into a rigid system, while considering the usefulness of medication. The paper then presents a systems-theory approach to educating ADHD students. Ten ways that whole language classrooms may be particularly beneficial for ADHD students are discussed. The paper also describes additional ways of providing the kinds of structure that ADHD students need, an example illustrating a whole language approach to behavior problems, and low-cost but high-efficiency support services that the school might provide to ADHD students and their teachers. (49 references) (JDD)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A