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References

References

Attention-Deficit / Hyperactivity Disorder (ADHD). (2018, September 21). Retrieved from https://www.cdc.gov/ncbddd/adhd/conditions.html

Baker, F. (2017, July 3). The auditory learning style in children. Retrieved from https://www.kidspot.com.au/school/primary/learning-and-behaviour/the-auditory-learning-style-in-children/news-story/30c7127d4d44b6eb41ee34d5eb326c01

Cherry, K. (2018, April 6). Overview of VARK Learning Styles. Retrieved from https://www.verywellmind.com/vark-learning-styles-2795156

Child Development  . (n.d.). Retrieved from https://www.kkh.com.sg/patient-care/areas-of-care/childrens-services/Pages/child-development.aspx#

Dendy, C. Z. (2008). How Teachers Can Help Every Student Shine. Retrieved from https://www.additudemag.com/teaching-strategies-for-students-with-adhd/

Helping the Student with ADHD in the Classroom: Strategies for Teachers. (n.d.). Retrieved from http://www.ldonline.org/article/5911/

Miller, C. (2018, December 10). ADHD and Behavior Problems. Retrieved from https://childmind.org/article/adhd-behavior-problems/

(n.d.). Retrieved from https://www.eic.sg/group-early-intervention-programme

(n.d.). Retrieved from https://www.imh.com.sg/clinical/page.aspx?id=283

(n.d.). Retrieved from https://www.moe.gov.sg/careers/allied-educators

(n.d.). Retrieved from http://www.spark.org.sg/about-us/

Sinfield, J. (2018, September 9). The Relationship Between ADHD and Learning Disabilities. Retrieved from https://www.verywellmind.com/is-adhd-a-learning-disability-4116126

The VARK Modalities. (n.d.). Retrieved from http://vark-learn.com/introduction-to-vark/the-vark-modalities/

WebMD. (n.d.). What Is Attention Deficit Hyperactivity Disorder? Retrieved from https://www.webmd.com/add-adhd/guide/attention-deficit-hyperactivity-disorder-adhd#1

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Accommodating learning styles in instruction

It has been found that children with ADHD work better in the classroom with visual reminders and cues, and learn better with physical hands-on experiences (Dendy, 2008).

As these children get distracted easily and cannot stay on one task for a long time, it is important to keep the class organised with class rules and routines. Set clear rules and clarify them with the children to ensure everybody understands them. For example, keep all classroom materials in bins in one corner of the classroom and use visual cues and real-life pictures of the materials to remind children where to keep their own materials (TATS, 2010). Place daily visual timetables with pictures and symbols, in visible areas such as the walls, and doors so that the children can refer to them easily to double check what activity they are doing or what they are going to do next (TATS, 2010).  This will keep the schedule predictable and the children on track of it throughout the day, therefore minimising confusion and possible misbehaviour that may arise.

Similarly, set rules that the children are allowed sit only at their assigned seat at tables and on the rug. Label their spot visually with their name and picture, and ensure they are easily seen. These will let children know what is expected of them when they carry out activities and gather at circle time, and reduce the possibility of them getting distracted while going to their seat.

Children with ADHD learn best with hands-on activities and materials. For example, create roleplay activities in the dramatic corner, which provides opportunity for the children to move around (Dendy, 2008). Ensure that the materials provided in the classroom are open-ended for exploration and have different textures and shapes to promote hands-on learning. Finally, rotate the toys regularly and do not leave the same toys out for an extended period of time to keep the children interested in the materials.

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Learner differences and learning styles

ADHD can affect a child’s learning by making it hard for them to learn, although it is not a learning difficulty (Sinfield, 2018). Children with ADHD may be hyperactive, have trouble paying attention and cannot control their impulses (WebMD, n.d.). In classrooms, they often get easily distracted, either forget or do not complete their tasks, and do not stay seated for long – they move around a lot and can make a lot of noise.

Fleming and Mills (1992) advocated that there were four modalities, visual, aural, read/write and kinesthetic, which illustrate different learning styles students use to learn new information. Students have their own individual preferred modality for their learning style (as cited by The VARK Modalities, n.d.).

Firstly, students who are visual learners prefer looking at diagrams, charts, graphs and pictorial information to easily remember and understand the information (Cherry, 2018). For example, children who learn visually tend to look at pictures instead of words when reading material labels and watch how other children work before trying out activities by themselves. Secondly, aural learners are able to easily follow instructions after hearing them, and may learn information easier by reading it aloud. Children with this preference may ask their teacher to read words out to them while they read along, talk to themselves when learning new information, and enjoy sharing about their learning with other children verbally (Baker, 2017).

Thirdly, the reading and writing modality is preferred by students who tend to read words off textbooks or learning materials in order to learn new information (Cherry, 2018). They prefer handouts and written learning materials. Lastly, kinesthetic learners learn through doing physical activities and experiencing new activities hands-on. These children would prefer playing with educational toys and materials, and enjoy art activities where they can get hands-on.

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Describe the intervention strategies used in classroom.

One intervention strategy put in place by the Ministry of Education is Allied Educators. Allied Educators are in place to work with teachers to nurture and develop each child in school. Allied Educators include AED (Learning and Behavioural Support). They identify and design support structures or strategies and provide in-class support and intervention to students with mild special educational needs. They also work with school leaders and management to plan and implement school-wide special educational needs programmes. In an effort to enhance the already existing support in schools, they monitor the effectiveness of intervention and support provided to students with special educational needs regularly and give their input on how to improve.

As children with Attention-Deficit Hyperactivity Disorder tend to have short attention span, academic assignments assigned to them should not be too long and repetitive. They should be brief and have short time limits. This can be reinforced with timers.

Productive physical movement is another intervention strategy which can be used in the classroom. The child with ADHD might have difficulty sitting still. Hence, by allowing opportunities for controlled movement it does not make the movement pointless and they might not learn from it. Examples of productive physical movement can include feeding classroom pets, or even something as simple a standing at a desk to complete what is required of them.

Time-Out typically refers to removing the student from positive reinforcement or from classroom activities. This is effective in reducing aggressive and disruptive behaviours in class. When placing the child in time-out, the child should not be there for too long.  The time-out will only end based on the student’s attitude. The conclusion and goal of time-out is to have a discussion with the child on their wrongdoings and how to prevent the same actions from happening again.

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Sources of support and services available for atypical child’s learning and development

The Society for the Promotion of Attention-Deficit Hyperactivity Disorder Research & Knowledge (SPARK) was set up as a means of gathering and providing support for parents with ADHD children going through similar frustrations. They also conduct learning activities and programmes for families with children diagnosed with ADHD. They also provide monthly parent support group meetings

The Early Intervention Centre provides Individualised and intensive early childhood special education programmes for children with special needs. The Early Intervention Centre provides both academic instruction and behavioural plans in group settings. Students with different learning needs do benefit from a full curriculum which are suited to their needs. In their classroom, they apply principles of Applied Behavioural Analysis to deliver their curriculum. Learners will learn based on “Grandma’s rule”. They will receive positive reinforcement for demonstrating proper behaviour. An Individualised Education Plan is also provided to set the road for the child with ADHD. The Individualised Education Plan plays an important role in the whole programme. They focus on the specific educational needs of each child and goals are set in hopes that the child will achieve.  

The Institute of Mental Health in Singapore runs two child guidance clinics. These are for young patients who face emotional or behavioural problems. They have a Neurobehavioural Clinic (NBC). It provides ADHD Services and they offer specialised multi-disciplinary assessment and therapy. By conducting parent education and workshops, the team hopes to work effectively and collaboratively with parents and caregivers to support the child’s needs.

The Department of Child Development team in KK Hospital has a team which comprises of over 100 staffs including doctors, allied health professionals, nurses and administrative staff. Children diagnosed are followed up at community intervention centers. For children who need long term intervention services, they are thus referred to appropriate community services to help them develop and be integrated into community.

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Explain the issues and concerns on young children with various special needs.

Kids with Attention Deficit Hyperactivity Disorder (ADHD). They tend to act angry or defiant around adults or they respond aggressively when they are upset. They tend to be quick to lash out and throw tantrums and be defiant. It is also more difficult for kids to tolerate tasks that are constantly repeated or take a lot to work as they suffer from inattention and impulsivity.

Discipline strategies might also not work with kids with ADHD. If they develop a pattern of negative interaction, discipline strategies might be not work for them as they do with other kids. Punishment loses their effectiveness when kids habituated to it. If kids are constantly yelled at they decide it would impact them in a way to think that the world works that way and hence, they would not pay attention to it.

Kids with Attention Deficit Hyperactivity Disorder also have poor self-regulation. They are not able to manage their emotions and behaviour to match the mood of the situation. For kids with ADHD, they are unable to control their feelings.  They are also unable to calm themselves down when they get upset and unable to handle frustrations without an outburst. They might also get overwhelmed with emotions which can lead to random outbursts of impulsivity. Some kids also develop negative behaviour patterns and it could be a response to them constantly being in conflict with adults.

The relationship between kids with Attention Deficit Hyperactivity Disorder and other kids without ADHD, is also affected. They are not able to keep up with normal pace of conversation and they might interrupt others. They also might not let other kids get a word in. When kids with ADHD, they always have to choose the activity. Thus, anybody who does not want to go along with their activity, might be at the receiving end of impulsive speech.