Whether it is your mom and dad, teacher, friends, or siblings. They need to understand that ADHD is a real disability that effects all aspects of a person’s life. “Additionally, there are now brain studies that show that when someone with ADHD is told to “just try harder” and does, the result can be anxiety and a brain that actually starts to shut down it’s primary executive functions (Booth).” For a while now scientists have come up with many different theories about ADHD. Some theories have ended up short and some have opened up new and exciting doors of investigation. One theory was that anyone with ADHD has had some minor head injuries or undetectable damage to the brain.
For a long time this disorder was called “minimal brain damage” or “minimal brain dysfunction.” But as researchers found out that only certain types of head injuries can explain some cases of attention disorder. In knowing that the theory was excluded. Because children with ADHD often struggle in their schoolwork, peer relations, and ability to follow rules at home and at school, it is reasonable to hypothesize that their feelings of capability suffer as a result. Thus, the self-image of children with ADHD were lower than those of other children with regards to their feelings about their behavior, their ability to get along with others, and their ability to succeed in school. The parents need to pay attention to the feelings that a child with ADHD has about him or herself.
In many instances, particularly when parents are struggling to manage their child's difficult behavior, it can be easy to lose sight of the effects that ADHD can have on some children's self-esteem. When one considers how much negative feedback a child with ADHD may contend with on a regular basis, it is not difficult to imagine how this could adversely affect a child's feelings about...
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... a tutor. She wanted a tutor also, so for a time I acted as her tutor while continuing to emphasize the good work she did on her own. Eventually, she reached the point where she insisted that she could do her work without my help.
Many children with ADHD who have been identified are transferred to alternative educational settings, which may offer little if any meaningful education. More importantly, these alternative settings often fail to offer essential educational and therapeutic components the students need to be able to control or eliminate behaviors determined to be beyond the control of typical school settings. Children with ADHD are disproportionately affected by these circumstances for two reasons. First, some of the neurological differences of ADHD may reveal themselves as behavior, which is inconsistent with classroom and school rules, ranging from minor non-compliance in most cases to severe misbehavior in relatively few extreme cases. Second, in contrast to children with other disabilities who are already served under the IDEA, many children with ADHD are in school districts, which do not consider ADHD a qualifying disability under the federal special education law.
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