Educating Children with AD/HD: A Teacher's Manual

By Paul Cooper; Fintan J. O'Regan | Go to book overview

14

AD/HD with High Ability

Most well-informed and experienced teachers would agree that being flexible and willing to meet students halfway are essential qualities for working successfully with difficult students. Because most students are compliant with school rules, and readily acquiesce to teacher authority, however, it sometimes difficult for teachers to deal with the student who also seeks to assert power, and to be acknowledged as being powerful. David was one such student, who combined a keen intellect and well-developed academic abilities with a clear sense of his own power, especially in situations where he was being required to submit unconditionally to the power of others.


Giving Power and Getting Co-operation

When 14-year-old David first arrived at the school he would always seem to lose his pen or avoid taking it to his classes, although he had all his books and other materials. This would annoy the teachers greatly, often getting lessons off to a bad start. As a result over the subsequent weeks teachers tried many positive and negative reinforcement mechanisms that they knew, but still he did not bring a pen to class.

One day at the start of a lesson after the daily 5 or 6 minutes of ‘Where is your pen today David?’ both student and teacher frustrations were at boiling point, when David asked: ‘Well, why don’t you keep a pen here for me?’

The teacher’s initial reaction was a refusal to comply with the request. The teacher was concerned that to concede on this point would undermine her authority. This was in spite of the fact that she secretly acknowledged to herself that it really wasn’t a bad idea and wished that she had thought of it first. Swallowing her pride, she decided that a good idea was a good idea. Over the next few weeks she kept David’s pen in her desk and gave it to him at the start of the lesson and he returned it to her at the end. Then one day David brought a pen with him. After that he never needed the teacher’s assistance in this matter again.

-85-

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Educating Children with AD/HD: A Teacher's Manual
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements vii
  • Part 1 - Understanding Ad/Hd 1
  • 1 - Ad/Hd 3
  • 2 - Ad/Hd in the Classroom: Teacher and Student Perspectives 8
  • 3 - Ad/Hd and Other Problems 18
  • 4 - Biology, Brains and Ad/Hd 21
  • 5 - Ad/Hd and Destiny 25
  • Part 2 - Principles and Practices for Intervention with Ad/Hd 31
  • 6 - The Multi-Modal Approach to Intervention 33
  • 7 - Ad/Hd in the Classroom: Basic Principles and Practices 45
  • Part 3 - Ad/Hd in Action: Case Studies 57
  • 8 - The Different Faces of Ad/Hd 59
  • 9 - Ad/Hd with Oppositional Defiance 63
  • 10 - Ad/Hd with Detachment 68
  • 11 - Ad/Hd with Impulsivity 72
  • 12 - Ad/Hd with Obsessions 76
  • 13 - Ad/Hd with Learning Difficulties 81
  • 14 - Ad/Hd with High Ability 85
  • 15 - Ad/Hd with Conduct Disorder 89
  • 16 - Ad/Hd: Combined Type 94
  • 17 - And in the End: Caring for the Carers 98
  • Appendix 1 104
  • Appendix 2 106
  • References 109
  • Index 113
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