Customer center

We are a boutique essay service, not a mass production custom writing factory. Let us create a perfect paper for you today!

Example research essay topic: Ad Hd Paying Attention - 1,312 words

NOTE: Free essay sample provided on this page should be used for references or sample purposes only. The sample essay is available to anyone, so any direct quoting without mentioning the source will be considered plagiarism by schools, colleges and universities that use plagiarism detection software. To get a completely brand-new, plagiarism-free essay, please use our essay writing service.
One click instant price quote

... responsible to fight for accommodations for his disability and continues being scolded for behaviour and difficulties resulting from his neurological condition and that he cannot control. Sometimes the teacher is willing to help but is unable to fully understand what having AD/HD means and the consequences on behaviour and abilities, sometimes the teacher has a good understanding but the school environment is disabling for the child, often there are no resources in the school to help the child. This pattern appears repeatedly in the cases treated and described by experts on AD/HD such as Dr.

Edward Hallowell and Dr. Lynn Weiss. This pattern is present in the childhood memories of many other adults with AD/HD whose stories I have heard. This is not a universal pattern, but even today, when AD/HD is becoming more widely recognised than in the past, it is still very common. Explaining the problematic relationship of children with AD/HD with their teachers Teachers do not scold, punish, treat with hostility and discriminate against children with AD/HD out of cruelty or dislike for the child himself, at least that is usually not the case. There are several factors that contribute to the situation where a child with AD/HD is wrongly perceived and treated as a lazy, stupid or bad child or when his special needs are not provided.

Sketchy information about AD/HD, difficult diagnosis, difficulties in perceiving the nature of AD/HD, economical factors and unwillingness to accommodate and change the existing environment are some of these factors. AD/HD has been discovered, researched and addressed only relatively recently. Knowledge about AD/HD is still not widespread, and the training of teachers does not include much information about it (Weiss, 1992). Teachers are not specifically trained to detect AD/HD or to deal with it. When a teacher meets a pupil with average or above average cognitive ability who nevertheless fails in his studies, or who exhibits disruptive behaviours, he can refer the child to a school counsellor, child psychologist or other suitable professional. The professional is better informed than the teacher about the possible problems that the child might have.

Ideally all professionals should have enough knowledge and training to be able to recognise, diagnose and suggest treatment for children with AD/HD, but this is not always the case. The first obstacle to the proper treatment of the child with AD/HD is in the very first step of recognising the existence of a problem. AD/HD with hyperactivity is more prevalent among boys while girls tend to have AD/HD without hyperactivity (Hallowell 1994, Weiss, 1992). Traditional expectations for boys to be active and energetic and girls to be quiet and still, can mask to a certain extent the existence of AD/HD. Hyperactive behaviour can be interpreted as liveliness, high energy and curiosity or just "being a boy" while quiet and dreamy girls often go unnoticed or are perceived as "good" or "little angels." The mere presence of the symptoms of AD/HD is not unusual, what is unusual about AD/HD is the severity and duration of the symptoms (Hallowell, 1994), the distinction between "being a boy" and hyperactivity is not always clear. Once it has been recognised that a child's behaviour or difficulties in school are outside the range of "normal", another obstacle is met in the form of the diagnosis itself.

AD/HD is very difficult to diagnose. Firstly, there are no scientifically reliable tests -- physical or psychological -- that can determine with certainty that a child has AD/HD. DSM-IV provides a list of symptoms, inconsistent results of subtests of the Wechsler test are indications for possible dyslexia or AD/HD, there are symptom checklists for AD/HD, family and developmental histories contain typical elements when AD/HD is present. But none of these is a definite indication for the existence of AD/HD. Secondly, AD/HD is very often accompanied by other disorders that might mask the AD/HD symptoms or offer other interpretations to them. A high comorbidity between AD/HD and dyslexia [ 3 ] makes it hard to distinguish between the effects of the two on behaviour and performance in the school environment (Pennington, 1991; Hallowell, 1994).

Secondary emotional problems resulting from difficult life experience of the undiagnosed AD/HD sufferer are very common and often they are wrongly mistaken for the primary problem and cause of difficulties, thus masking the AD/HD and preventing proper diagnosis and treatment (Silver, 1984). The line that separates "normal" and AD/HD is not clear, there is no one specific point in which the symptoms become frequent enough or severe enough to indicate definite AD/HD. The diagnosis of AD/HD is more than anything a matter of intuition and experience. Regardless of the difficulties, correct diagnoses of AD/HD are made and treatment plans are devised.

The child diagnosed with AD/HD would be referred to a professional who is supposed to be informed about AD/HD and familiar with the treatment options. But in most parts of the world there is a severe lack of well informed professionals. Other factors effecting the problematic school experience of the child with AD/HD are inherent to the nature of this condition and closely related to the lacking knowledge about it. It is never easy to perceive the experience of having an impairment that we do not have, but some things are easier to perceive than others.

While it would seem ridiculous to expect a visually impaired individual to drive or a paraplegic to run, we cannot really grasp how a person is simply unable to listen to what we say, sit still for a few minutes or arrive to a meeting on time. We all have difficulties in paying attention sometimes, most of us are occasionally (or often) late, everyone has moments of restlessness when he feels unable to sit still. But most of the time we can pay attention, we do remember, we do sit still, so why is the individual with AD/HD unable to do the same? Somehow there is a feeling that trying harder is the solution and that failure in paying attention or meeting a deadline is our fault and not something that is beyond our control. The prevalent belief in contemporary western culture is that "when there is a will there is way", anything can be done if we want and try hard enough. Chances are that when our AD/HD child leaves his dirty socks on the floor by the bed, we will scold him for being messy and lazy and will not be able to accept that he is unable to remember the simple task of putting the socks in the dirty laundry basket.

He is an intelligent child, he can learn something that simple, after all, if we could, why can't he? He probably does not care enough to remember. Adding to the difficulty in understanding the limitations of AD/HD is the common inconsistency in performance. 'These kids puzzle us as they flounder one day and shine the next day, read to beat the band one day and stare out the window the next, solve complex math problems in their spare time but find themselves unable to do any of the math on the test. ' (Hallowell, 1994, p. 162). When performance is inconsistent it is very hard to tell what can be expected from the child with AD/HD and the teacher can grow quite suspicious of a child who cannot do today what seemed easy for him to tackle last week. The structure of the education system is laden with potential problems for the child with AD/HD.

Education is geared for the average student, thus adhering to an egalitarian and inclusive policy but not allowing for the out of the ordinary situations and needs. The standard duration of 45 - 50 minutes for a class is reasonable for the average child not for the child with AD/HD who cannot sit still and pay attention for so long. The forma...


Free research essays on topics related to: one day, ad hd, school environment, paying attention, pay attention

Research essay sample on Ad Hd Paying Attention

Writing service prices per page

  • $18.85 - in 14 days
  • $19.95 - in 3 days
  • $23.95 - within 48 hours
  • $26.95 - within 24 hours
  • $29.95 - within 12 hours
  • $34.95 - within 6 hours
  • $39.95 - within 3 hours
  • Calculate total price

Our guarantee

  • 100% money back guarantee
  • plagiarism-free authentic works
  • completely confidential service
  • timely revisions until completely satisfied
  • 24/7 customer support
  • payments protected by PayPal

Secure payment

With EssayChief you get

  • Strict plagiarism detection regulations
  • 300+ words per page
  • Times New Roman font 12 pts, double-spaced
  • FREE abstract, outline, bibliography
  • Money back guarantee for missed deadline
  • Round-the-clock customer support
  • Complete anonymity of all our clients
  • Custom essays
  • Writing service

EssayChief can handle your

  • essays, term papers
  • book and movie reports
  • Power Point presentations
  • annotated bibliographies
  • theses, dissertations
  • exam preparations
  • editing and proofreading of your texts
  • academic ghostwriting of any kind

Free essay samples

Browse essays by topic:

Stay with EssayChief! We offer 10% discount to all our return customers. Once you place your order you will receive an email with the password. You can use this password for unlimited period and you can share it with your friends!

Academic ghostwriting

About us

© 2002-2024 EssayChief.com