Use of technology to support add and attention

Mature Learner, Discipline Trip, English Language Learners, Information Literacy

Excerpt via Term Newspaper:

nology to Support ADD and ADHD Learners (K-8)

Research Daily news

November 6th, 2005

Use of Technology to Support ADD and ADHD Learners (K-8)

Abstract

The student with AD/HD is definitely one that needs more specific and personalized instruction. Scientific possibilities present great potential in rendering these educational needs intended for the AD/HD learner. Technology implemented in the school and in the class room is critically dependent upon cooperation in expansion and setup which is inclusive of the involvement of students, teachers, father and mother and the community at large. A few of these technological strategies that are as part of the curriculum are use of video, networking, PDAs, email, Internet access and other numerous technologies. The purpose of this function is the exploration and review of technologies which were effective along with ineffective and then the systems that offer fresh promise towards the teaching and learning initiative for students with disabilities in learning such as the AD/HD learner.

Usage of Technology to Support ADD and ADHD Scholars (K-8)

Stand of Material

Objective with the Research

four

Background in the Study

four

I. Systems: Those that have already been tested

5

II. Conditions under That this Technologies had been found to work

7

III. Conditions below Which the Systems were discovered to be Unproductive

7

4. The Promising Strategies which exist for Use in the Classroom

eight

References

15

Use of Technology to Support PUT and ATTENTION DEFICIT-HYPERACTIVITY DISORDER Learners (K-8)

Objective with the Research

This work can research and review the application of technology in the initiative of supporting ADD and AD/HD Learners (K-8).

Background for the Study

AD/HD is a problems of the head that is hereditary in nature but also may result from personal injury occurring towards the brain. It is often estimated by the National Company of Mental Health that approximately 3% to five per cent of children which have been school-aged have AD/HD. AD/HD causes not enough regulation in the behavioral element of the individual. Various kinds of AD/HD exist. Those types are (1) predominantly unperceptive; (2) Predominantly hyperactive/impulsive; and (3) Mixed types. Qualities of AD/HD – Unperceptive Type are illustrated through the individual’s connection with difficulty in “paying attention to information, sustaining interest, listening to guidance, and organizing themselves. ” (National Center for Learning Disabilities, 2005)

The characteristics that describe the challenges to get the individual encountering AD/HD – Hyperactive/Impulsive Type are explained as: (1) The individual is extremely active, regularly moving and fidgeting in children, young adults and adults experience “internal restlessness” (2) Difficulty is experienced in relation to “taking turns in games and conversations”; and these individuals (3) “Often work without thinking or anticipating the results of their actions” (National Middle for Learning Disabilities, 2005) (4) Mood control can be a problem; and (5) This diagnosis is usually made previous in life compared to the AD/HD – Inattentive Type. AD/HD is definitely many times put together with other learning disabilities and quite often problems of the social or emotional mother nature. Approaches in treatment will be varied yet there is no get rid of for AD/HD. School reveals many challenges for trainees with AD/HD and the teachers and institution staff in dealing with the special needs of the AD/HD learner.

I. Systems: Those that have recently been tested

It is required simply by Special Education Regulation 2001 that college students who fulfill the eligibility requirements for particular education underneath the law find instruction that designed specifically to meet the “appropriate demands of an qualified child. “(Special Education Rules, 2001) Within a survey which in turn “collected data on if public educational institutions had learners with various disabilities, and if therefore , whether they got assistive or adaptive software and hardware available for these types of students” the next was reported in the studies:

“In 2001, 95% of public colleges reported that they enrolled students with learning disabilities (table 12). Sixty-seven percent had students with physical afflictions, 54% had students with hearing afflictions, and 46% had learners with visible disabilities. “

“At the national level, depending on the sort of disability, 55 to 64% of educational institutions that experienced students with disabilities offered assistive or adaptive equipment, and 39 to 56% provided assistive or adaptable software. “

“Special equipment was not as likely to be offered to students with learning disabilities in colleges with the top minority registration than in universities with the least expensive minority registration (47% in contrast to 61%)”

“The likelihood of having special software program available for learners with physical disabilities improved with college size: coming from 40% in small schools to 60 per cent for huge schools. “

“Differences by simply instructional level also had been observed. For example , 48% of secondary colleges provided particular software to