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Example research essay topic: Ad Hd School Environment - 1,237 words

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... was the only way she could cope with the pain of ADD... Her way of coping with ADD had shaped her personality, if not robbed her of it, for she had, in fact. sacrificed her personality at the altar of ADD. ' (Weiss, 1992, p. 40 - 41) Hallowell (1994) mentions other disorders and behaviours that often accompany AD/HD but are not necessarily a result of the AD/HD experience. He refers to different 13 "subtypes" of AD/HD such as AD/HD with anxiety, AD/HD with dissociative states, AD/HD with borderline personality features and AD/HD with obsessive compulsive disorders.

Often these accompanying disorders mask the existence of AD/HD that has many similar symptoms, preventing a correct diagnosis and treatment. This can be particularly harmful when the treatment for the secondary disorder conflicts with the proper treatment for AD/HD. In order to defend himself from the difficulties caused by AD/HD, effective but problematic defence mechanisms could be developed. Kelly & Ramundo (1993) describe some common coping mechanisms: delinquent behaviours that replace the image of "stupid" with an image of "bad", perfectionism, blaming every failure on others, apathy, denial, manipulation of others, withdrawal, anger, learned helplessness and controlling behaviour. While the nature of AD/HD in itself possibly makes some aspects of life inevitably problematic, proper diagnosis, treatment and positive attitude of others can reduce the risk of the development of emotional problems. Changes in school environment that could benefit the child with AD/HD The causes for the difficult school experience of the child with AD/HD that were discussed above, are themselves indications to some changes in the school environment that might make the experience for the child with AD/HD less difficult.

Informed teachers and professionals are a key factor without which not much can change. Teacher's training programmes should be more informative on AD/HD and the needs of children with AD/HD. Knowledge is the first step towards allowing the teacher to perceive a little better the experience of AD/HD. Understanding can be also promoted by especially designed workshops and tools, such as the video "Fat City" that attempts to convey the experience of being dyslexic.

Smaller classes, educational aids such as computers equipped with teaching software, individual tutoring, diverse and interactive teaching styles, alternative organisational and filing methods, quiet rooms for exams and permission to leave the class when feeling restless are just some examples of changes in the school that could be beneficial for the child with AD/HD. Because of the difficulty in diagnosis, estimates of the prevalence of AD/HD vary immensely and range between 1 - 20 % of the population (Kelly & Ramundo, 1993). Whichever estimate is right, this is by no means an insignificant minority. But the prevalence of AD/HD in the population and arguments in favour of equal opportunities for the disabled are not the only reasons why changes in the education system should be made.

Another argument in favour of change is that small classes, a large variety of teaching methods, more educational aids, one on one instruction and other proposed changes are very likely to be beneficial to all children. Yet, few changes, if any, are made in education and the accommodations for children with AD/HD are still too few. If changes in school could indeed benefit most children, why is it that these changes are not made? Would it not seem natural to strive towards the improvement of an imperfect system?

The most obvious answers to these questions are financial and political ones. Reforms in schools will be extremely expensive, even if in the long run they will prove cost-effective by saving future expenses on remedial education and therapy. Funds for making reforms can be allocated only if there is enough political pressure for doing so. Saving children with AD/HD from a future of low self-esteem, depression and unfulfilled potential is not a strong enough political incentive. The possible benefit for all children is yet to be proved and even then it might not be enough.

Resistance to change is inherent to human nature. Throughout history, change was encouraged on one hand and rejected on the other. Scientific discoveries are resisted and met with suspicion, and a struggle is often needed for innovations to be accepted. The existing environment is not always comfortable but it is familiar and therefore secure and although change can be very beneficial, it also constitutes a risk. People need to be convinced of the advantages of a change before they are willing to take risks and make efforts. People are also not thrilled to make a personal effort.

These factors, together with the conviction of many education professionals of the adequacy of the existing system, carry much influence on the possibility of change in the education system. Another partial explanation to the resistance from change lies in the threatening aspects of AD/HD. AD/HD is a continuum disability in the sense that every person has some of the symptoms some of the time. The presence of the AD/HD symptoms makes everyone somewhat AD/HD, and therefore somewhat disabled. Undoubtedly this is a quite threatening notion that promotes the tendency to distance ourselves from AD/HD and its symptoms. Ignorance about AD/HD makes it a foreign and therefore a threatening condition.

Ambiguity is threatening and people like to have clear notions about "right" and "wrong." Current conventions are that 50 minutes is the "right" duration for a class, linear thinking is "right", chaotic thinking is "wrong", stacks of papers are "right", a cluttered table is "wrong", etc. Within these conventions people with AD/HD who do things differently, are "wrong." The creativity and original nature of these people are a constant reminder that there are many ways of doing things and that what we know and what we are used to do is not necessarily "right." Acceptance of the "AD/HD way" would create a threatening ambiguity in the conventions of right and wrong, and for AD/HD to less threatening it has to be labelled as "disability" and not just as "difference." Some of the proposed changes are threatening because they promote a diverse approach to education that blurs the boundaries between the current notions of "right" and "wrong." Better information and understanding of AD/HD are the first steps towards the solution of problems individuals with AD/HD currently face. The next step is perhaps the acceptance of AD/HD not necessarily as a disability but as an expression of the diverse nature of human kind. The significance of this attitude raises many interesting questions about the social construction of disability and the acceptance of diversity. References: Copeland, Edna D. (1995) 'Why Children Don't Succeed in School: A primer for Parents and Teachers' ADD-vice 2 (4): 13 - 19. Department for Education (1994).

Special Educational Needs: A Guide for Parents. HMSO Hallowell, Edward M. and Rate, John J. (1994) Driven to Distraction. New York: Pantheon Books. Kelly, Kate and Ramundo, Peggy (1993) You Mean I'm not Lazy, Stupid or Crazy? ! . New York: Simon & Schuster.

Lane, David A. (1990) The Impossible Child. Stoke-on-Trent: Trentham Books. Lyon, Jenny (1995) 'A British Perspective on the Psychological Assessment of Childhood AD/HD' ADD-vice 2 (4): 1 - 3. Mould, Stan (1993) 'Chaos on the Classroom' LADDER Article Series Pennington, Bruce F. (1991) Diagnosing Learning Disorders: A Neuropsychological Approach.

New York: The Guilford Press. Silver, Larry B. (1984) The Misunderstood Child. New York: McGraw-Hill Book Company. Weiss, Lynn (1992) Attention Deficit Disorder in Adults. Dallas: Taylor Publishing Company.


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