Impact ADHD and Autism on Education

Impact ADHD and Autism on Education How does ADHD and/or autism impact on the pupil, other pupils, teachers and the whole school? Introduction and Overview First, is to define ADHD and Autism: Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that tampers with major parts of the brain that is related the control of a persons attention, activity and emotions which make them appear hyper or weird. ADHD can also be considered as the poor functioning and poor communication between different areas of the brain. Autism mainly appears during the first 3 years of the childs development and growth. Its in relation to routines and repetition of behaviors which range from mild to severe. It doesnt mean that autism is a damage or disease. Jaffe-Gill et al (2008) postulate that the symptoms of ADHD will show if the section of the brain which controls hyperactivity, is not fully developed or not coordinating well with the rest of the brain and therefore it is not that the child is not able to control his behavior. Autism is not purely a genetic disorder which cannot be treated but certain reactions on the genes which are indeed affected by the external environment al factors. Autism is treatable as the important part that should be understood is, if the reactions can be flipped on, they can be as well be flipped off. Secondly, ADHD and Autism affect children and the signs and symptoms expose themselves in many different forms. The three major areas which most of the symptoms are categorized in are; in attention, hyperactivity and impulsivity. It becomes clinical when the impulsiveness and hyperactivity go beyond the social norms. The child may have difficulty in paying attention, may be fidgety, gets easily distracted, may not be able to sit still, may have difficulty in doing homework, chores around the house, or may be disorganized. Consequently, the hyperactive-impulsive type AHDH symptoms include; being always ‘on the go, struggles to wait in line, always fidgeting or squirming, running or climbing in excess, Struggles to remain seated, Blurts out answer before hearing question, talks too much, Struggles with interrupting or intruding and lastly they cannot play quietly. The last of the AHDH types is the combined type. This is the common of the three and it is a combination of the inattentive type and the hyperactive-impulsive type. Before a parent or teacher gets to establish an AHDH case, they may feel that the child is acting out or seeking attention. Without medication or/and behavioural therapy a child struggles to control his or her behaviour. Other signs of ADHD are shown when the child gets so disruptive or fidgety in class that interferes with the teacher as she tries to teach the other students, the student blurt out answers in class, the student find sit hard to wait for his turn in the line, the child also becomes so hyperactive that he cannot sit through a session for instance, the church service or watching a movie. With autism the three core areas that are involved or show the signs of the disorder include; social-not socially interacting with the environment and just being by themselves, communication which is manifested by the age of 3 when a delay in speech is eminent, and repetitive movements or limited interest. Fact file on ADHD There are various facts about Autism and ADHD: On ADHD, it affects between 5 to 10% of the school going children and affects more boys than girls about 3 to 4 times more, another fact is that 50 to 60 % of the children will continue to experience the symptoms throughout to adulthood, the ones which need pediatric prescriptions are about 78%. Many cases of ADHD are reported worldwide, especially those that affect children below the age of 3 years (Fuller, 2008). This is the year that is said to be when Autism and ADHD manifest and begin to show up prominently. On Autism; 1 in every 150 children are diagnosed with autism while 1 in every 94 boys has the disorder. It is further evident that each day, about 67 children are diagnosed with the Autism disorder and a new case is reported every 20 minutes. In comparison to AIDS, diabetes, cancer, it is further true according to statistics that more children will be diagnosed with autism this shows that it is the most rapidly growing acute developmental disability in the U.S. boys are expected to have autism four times more. There is neither cure nor medical detection for autism. Since ADHD and Autism affect the school going children, and they spend at least eight hours everyday in school, the teachers and students are more likely to observe the change in behaviors in the students and hence a big impact will be felt within the school and its environment. This document will look at the impacts of autism on pupil, on other pupils, on teachers and on the whole school. Impact of Autism on Pupil Children with severe speech difficulties finding it difficult to communicate may become very frustrated. They may be reluctant to communicate or may refuse to do so at all. If required to communicate, they may show signs of intense stress or anxiety. The child may have low self esteem and may feel rejected by peers (and may in fact be rejected by some). In such circumstances, it may become difficult to recognize that. Without support, the child may develop behavioral, emotional and social difficulties. This appears to be supported by evidence of communication problems among population such as children in care and pupils in school. Because of their dependence on structure, major problems can arise for children with autism outside lesson times. Although breaks from lessons are designed to provide normal children with the opportunities they need to relax and to interact with their peers, for a child with autism such period can be extremely stressful, children who are able to behave quite acceptably when involved in guided and structured activities frequently appear much more ‘odd or unusual at times of free play. Stereotyped and ritualistic behaviors may become more apparent and exposure to teasing or bullying is much more of a risk, especially because staff supervision at such times is greatly reduced. Break times are designed to reduce the pressure from the children not increase and therefore by allowing the children with autism to go for the break will just increase the amount of pressure in them thus it would be good if they are not allowed to go but instead relax in class by themselves without any disturbance. School meals can be another source of difficulty and it is clear from personal accounts that having to tolerate the noise and smells of meals in a crowded school canteen can be almost akin to torture for individuals with autism. Been forced into close proximity with other students, or made to eat food of particular textures or mixed together on the plate (many individuals cannot bear separate items of food touching each other) can be extremely stressful. Clare Sainsbury writes: (the potential of making mistakes (and the anxiety caused by fear of making mistakes) is enormous. One of my most vivid memories of secondary schools is been hauled out of the lunch queue by one of the dinner ladies shouting angrily, and made to stand to one side; she refused to tell me why. Only after I had burst into tears was I allowed back†¦.nobody ever explained what I had done wrong†¦.and to this day I still have no idea.) A quiet corner in which to eat, being allowed to eat slightly earlier or later than other pupils, or being permitted to bring sandwiches are among the simple solutions that can transform a nightmare into a practicable tolerant activity. If the principal problem is lack of knowledge of what to do when the basic rules can be explained simply and discreetly- beforehand. Games and extracurricular lessons are also frequent causes of stress for pupils with autism, who may lack the motor coordination, the ability to follow rapid instructions or unwritten rules and the social reciprocity required in order to contribute to these activities in any useful way. Competitive sports are a particular problem and are probably best avoided altogether, both for the sake of the person with autism and the rest of the class. However, physical fitness can be improved by encouraging activities that improve body awareness and coordination such as yoga, swimming, golf, walking or gymnastics if sensitively taught. Impact of Autism on Other Pupils The impact of Autism on other pupils can be as a result of the reaction of the children affected by Autism (Autistics). Due to the hyperactivity, in them, the other pupils will develop fear in them as they will seem as a threat to them. For instance, if a child is the kind who throws things around when annoyed, will make his classmates scream, run away, there may be accidents in that a child can be hit by the furniture or the object thrown around. Autistics are also known to be bright and understand things so fast, besides their self esteem was lowered by other students, they can also lower other pupils self esteem in academics especially. This is so because the weaker ones will be teased by them and feel threatened instead. In many cases, if the teacher does not realize this early enough, she may have ea tendency of rushing through the syllabus since of the assumption that if one or two pupils have understood what is been taught, the rest will learn from them. For some children this lack of understanding may result in a refreshing acceptance of the child with autism for the person they are. However, some children may be fearful and this may result in ostracizing, bullying, or mocking the children with autism (Kinsley, 2008). These attitudes create a matrix of difficulties for the child with the disorder which exacerbates their already significant impairments in forming peer relationships. Impact of Autism on Teachers According to Folin and Lian (2008), a teachers attitude towards pupils with Autism is directly related to the knowledge and understanding of the condition. Consequently, there is a need to develop systems and means by which knowledge and understanding about Autism are share with other colleagues. Understandably, we are in competition with multitude of other demands on professionals and, therefore, need to promote information, in an accessible and manageable form which is tailored to the context they are working in. the depth of knowledge required might lie on a continuum from awareness to expertise by the role they perform. Colleagues whose only contact with pupils with autism is during break times or assemblies will need a different level of understanding to those colleagues who may share the same teaching space. Similarly, these colleagues needs will differ again from the people primarily responsible for the teaching of youngsters with Autism. Responding to this continuum of profe ssional development need, the training portfolio may include: Informal approaches, inset days, outreach, accredited courses, and resources. Each of these depends upon practitioners within the field promoting the cause of pupils with the disorder in a positive and proactive manner. Impact of Autism on the Whole School A major impact in the whole school would be loosing children due to parents transferring their children to other schools because of various reasons such bullying. There has been case from various schools of major bullying taking place within the school; educators and society are concerned about the violent attacks in the schools (Schultz, n.d.). It is imperative that there should be a school-wide bullying prevention programs. This program will be specially tailored to address all issues that come along with the ADHD and Autism pupils. Bullying is pervasive, in the schools and adults ought to be at the forefront in bullying. This is basically because a lot of pupils will lose out especially if they are bullied until it affects their academics. It is further recommended that the right academic modification as well as academic adaptation is incorporated into the school program. The law generally requires that every child should be provided with proper and a safe learning environment. Every school should thus have the facilities for special education of the children with Autism. Compliance to these standards should be ensured on a constant basis. Conclusion ADHD and Autism are disorders that affect parts of the brain. They are not purely genetic and can be controlled. Measures should be taken to create a good environment for both the children that need special attention and the other children and also the school environment. ADHD and Autism therefore affects the childrens ability to learn. This in itself means that there are various learning activities that the students with Autism will have to miss out on, thus impacting negatively on their performance in class. Whenever the class performance deeps, the schools overall performance will also dip in a similar fashion. To sum it up, the pupil with ADHD and Autism will learn slowly thus impeding their ability to keep up to pace with the rest. Their performance will also be negative with minimal or negative advancement. Similarly, the other pupils will find it difficult to be taught at the same pace as the pupil with ADHD and Autism (Sprinkle, 2004). When their learning is affected, they will have to also exhibit withdraw signs as well as lose interest in the subject being taught. On the other hand, the teachers will find it very strenuous so that they will develop an attitude that will affect their teaching patterns. Eventually this translates into poor school performance and loss of reputation as a result. Therefore, the school will suffer from adverse publicity from the critics. Likewise, the school will be compelled to expend large sums of money in setting up a unit specially meant for the ADHD and Autism pupils. References Folin, C., Lian, M.J. (2008). Reform, inclusion, and teacher education: towards a new era of special education in the Asia-Pacific region. New York: Routledge. Retrieved October 06, 2009 from http://books.google.co.ke/books?id=X0rfLl87vkcCprintsec=frontcoversource=gbs_navlinks_s#v=onepageq=f=false Fuller, J. (2008). How to Use Behavior Modifications to Treat Childhood ADHD. eHow. Retrieved October 06, 2009 from http://www.ehow.com/how_4607436_behavior-modifications-treat-childhood-adhd.html Jaffe-Gill, E., Smith, M., Segal, R., Segal, J. (2008). Behavior Therapy for ADD/ADHD. Retrieved October 06, 2009 from http://www.vaxa.com/behavioral-treatment-adult.cfm Kinsley, R.S. (2008). What Is ADHD? KidsHealth.com. Retrieved October 06, 2009 from http://kidshealth.org/PageManager.jsp?dn=KidsHealthlic=1ps=107cat_id=146article_set=21612 Schultz, J.J. (n.d.). Behavior Modification Instead of Medication? Retrieved October 06, 2009 from http://school.familyeducation.com/add-and-adhd/medical-treatment/42677.html Sprinkle, N. (2004). ADHD Behavior Therapy: Promoting Discipline Focus in Kids. Additudemag.com. Retrieved October 06, 2009 from http://www.additudemag.com/adhd/article/860.html

snow faliing on cedars racism Essay -- essays research papers

In a community of â€Å"five thousand damp souls† (Guterson 5) as described by David Guterson in his novel, Snow Falling on Cedars. A community that concentrated a variety of ethnicity, among them was both Whites and Japanese. As a result of the racial differences, racism has came into existences and have impacted the life of both children and adult in that isolated island called San Piedro. It is responsible for the internment of Kabuo, Hatsue, and their families, the breakup of Hatsue and Ishmael, Kabuo's loss of his land, and perhaps for his indictment for murder. Before the war years, Kabuo's father, Zenhichi made an illegal agreement with the victim's father, Carl Heine senior. It was an agreement to an eight-year â€Å"lease-to-own† contract. Money changed hands, land was promised and terms were set. Unfortunately, the war came and the Japanese Americans were sent away to internment camp. Nothing was quite the same at wars end. When the Miyamoto has returned to claim their land, they had found out that the victim’s mother, Etta, cheated them. She sold their seven acres of strawberry land to another farmer, because of lack of the last payment during their removal. This disreputable action she took, was caused by her racist thoughts that she had toward Japanese. This has been demonstrated out in her conversation with her husband, she said, â€Å"We’re not such paupers as to sell to Japs, are we? For new clothes? For a pouch of fancy pipe tobacco?† (Guterson 119). Because of her being racist, it had cost the land of the Miyamoto and raised tension between the two families and created a motive for Kabuo to commit murder to Etta’s son as for revenge and to release his anger. Snow Falling on Cedars opens up in the middle of Kabuo Miyamoto’s trail. A trail that deals with a first degree murder case, that Kabuo was being accused of murder of a white fellow fisherman by the name of Carl Heine. In this murder case, racism has played a very important role in affecting the judgement and outcome of the trail. As being Japanese, Kabuo has been placed under a very unpleasant circumstance. The evidences founded had lead the investigator, Sheriff Art Moran to believe that Kabuo was somehow suspicious. Together with the judgement made by the coroner of the wound on the victim’s head, which was predominantly affected by his racist thought toward Japanese.... ...their son and daughter to date or have interracial marriage. Despite the racial differences and their parents' disapproval, they still carry on their relationship in behind their parents’ back. But as time goes, their relationship could no longer be sustained. The exposure of the secret letter that Ishmael wrote to Hatsue had led to the end of their relationship. When Fujiko, Hatsue's mother discovered the letter, she told herself, "She would put an end to this business." (Guterson 227). As a matter of fact, racism has played a big role in the novel. It has affected the life of Hatsue, Ishmael, Kabuo and their families, and it is responsible for the loss of Kabuo’s seven acres of strawberry land, and made Kabuo being accused of the murder of Carl Heine. If the people were not racist, things would not have happened as the way it has been. The murder trail of Kabuo would have never taken place. Hatsue and Ishmael would have been a happy couple together. As for Kabuo himself, he would have inherited the strawberry field and continue on to be a farmer like his father. But this is how things are in this world. Nothing is perfect. There is always a negative side to everything.

HR management Essay

HR management forms a valuable and effective administration concerned mainly with working category. It evaluates the steps to be implemented to make the working category into further industrious, satisfied and happy. As an integral fraction of society of human resource management policies, the team have supported that the strategies need to encourage the companies to provide pioneering and flexible plans that are highly benefit. The work-life policies laid forward by the SHRM proved to be highly beneficial to employees. However, there are several human resource factors, which influence an organization to adopt the work-life plans as a vital division of SHRM practices and plans. Majority of the factors that stressed upon work life policies incorporates the demographic variation occurring with the prospective workforce, variation in social characteristics, role and responsibility changes in organizations and other governmental factors. Women make an essential part of almost all types of organization in the most modern era. Most of the working class woman wishes to conjointly take the responsibilities of their family as well as the employment terms. This was considered as an apparent factor that resulted in the emergence of family friendly plans. This plan was further termed as work life policies and rapidly gained importance in the area of SHRM. The next vital factor associated with demographic variation forms the ageing employees that raised the value of the work life policies. As per the plan, the aged workgroup may remain in the organization. However, they only need to work for very few hours or may change their shift timings as per their comfort. Most of the working people hold the responsibilities for bringing up their kids and take equal responsibilities for their aged parents. The plan allows even the aged people to support their children with their responsibilities. With the advance of modern technology, the labor market gets tightens and requires more and more skilled laborers. The organization needs to implement the work life policies to influence and regain employers who might have left the organization previously due to some or other cause. As per a study conducted by IRS, the most important motive behind the management to initiate the work life plan is strongly associated with recruitment of staffs as well as retention. As majority of leading organizations work on a 24 hour per day basis, increasing the working hours. However, there is strong requirement of flexible plans to cover these elaborated hours with efficiency. Surveys shows that adaptation of faster work pace has lead to organizational stress and most of the workers experience severe problems such as anxiety, stress, workload and inadequate personal time. These variations make the organizations to breach the government induced rules. Evaluating with respect to a legal outlook, all the working categories have a role on self care and protection and work life policies influence this particular concept. With the policies of work life, every employee may endorse a healthy and happy job environment and understand more about their social errands as a working personality. Thus, the policies offer high benefits to the employees as well as appropriate guidance with proper management to the employers.

Soviet historians hold the view that the period ranging...

Discuss the reasons why the Bolsheviks had achieved so little by 1914 Despite being the main opposition to the Tsar in Russia at the time, the Bolsheviks failed to make any significant progress in their aims to overthrow the Tsarist autocracy, due to many problems throwing the party in to crisis, with their efforts to influence the proletariat to revolt against the Tsar proved to be failed attempts. In order to come out with a fair and balanced conclusion, it is necessary to look at the opinions of historians from both ends of the spectrum: from the sympathetic Soviet historians, to the more critical opinions of the Western historians, and then lastly looking at the more balanced and neutral views†¦show more content†¦In the light of this, the tsar brought out a law stating that no law could be passed without his permission. The Okhrana, the Tsar’s secret police, were another obstacle for the Bolsheviks, as due to the large scale membership of the Mensheviks, Lenin became wary of a large party due to suspicion from the Okhrana, as th e Tsar was clamping down on any form of revolutionary party. It was this that made Lenin think that the best way to move forward was with a small, tight-knit party of professional revolutionaries. However this still did not help as Lenin and his party were forced into exile during the early 1900’s due to scares from the Okhrana and the autocracy. The newest problem the Bolsheviks would have to overcome was how would they be able to dictate affairs in Russia while in exile? The Soviets argue the answer by stating that Lenin was relaying messages back to Russia in hope of stirring up revolution. Another reason for the lack of achievement was Stolypin’s land reforms which they allowed the peasants to opt out of the Mir, thus, in a way, diminishing the need for an uprising. The land bank was then established so they could buy their own land, and this encouraged resettlement and Stolypin hoped to create a class of Kulaks. This