Attention Deficit Disorder in Children and Adults: Strategies for Experiential Educators.

Autor/in	Conner, Marcia L.
Titel	Attention Deficit Disorder in Children and Adults: Strategies for Experiential Educators.
Quelle	(1994), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Stellungnahme; Attention Deficit Disorders; Coping; Daily Living Skills; Experiential Learning; Outdoor Education; Self Esteem; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Bewältigung; Alltagsfertigkeit; Experiental learning; Erfahrungsorientiertes Lernen; Freiluftunterricht; Self-esteem; Selbstaufmerksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Current research suggests that 5 percent of American children are affected by attention deficit disorder (ADD) and as many as 70 percent of them do not grow out of it in adolescence or adulthood. This paper aims to help outdoor and experiential educators understand how a person with ADD thinks and feels, and offers strategies for positively impacting behavior and social and emotional growth of students with ADD. Most people with ADD wrestle with self-esteem issues as a result of years of disapproval or ridicule from parents, teachers, and peers. By teaching survival skills, outdoor teachers can build student self-esteem based on accomplishment and a sense of independence. Praise is also important, but it should be awarded only to the extraordinary and to the things the student is proud of. Success for ADD kids depends upon having a clear mental picture of what excellence looks like. The outdoor leader must set the stage for successful activities by first having one person demonstrate and then leading a mini-debriefing that highlights goals and success factors. Other strategies for educators include avoiding timed activities and evaluations, challenging ADD students by giving extra assignments that require attention to detail, being aware of the ability of ADD persons to focus their attention totally (a trademark of ADD known as "hyperfocus"), and providing graceful transitions between activities. Additional resources on ADD are included. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01