ADHD in a Positive Light

Sherman, J., Rasmussen, C., & Baydala, L. (2006). Think positively: How some characteristics of ADHD can be adaptive and accepted in the classroom. Childhood Education, 82(4), 196+. Retrieved from http://www.questia.com/read/1G1-145388318/thinking-positively-how-some-characteristics-of-adhd

            
            According to Sherman, Rasmussen, and Baydala (2006), Attention deficit/hyperactivity

disorder (ADHD)  is described by most sources as a disorder negatively characterized by its deficits and difficulties which can dishearten the children diagnosed and discourage parents as well as educators.  As stated by Sherman, Rasmussen, and Baydala (2006), researched through MTA Cooperative Group (1999), “ADHD occurs in 3 to 5 percent of school-age children, making it the most common psychiatric disorder among children” (p. 196).  Students diagnosed with ADHD may have difficulties in school with “…creating and maintaining social relations, low self-esteem, and deficits in the area of executive functioning” (Sherman, Rasmussen & Baydala, 2006, p. 196). 

            Despite the negative connotations associated with ADHD, new research has indicated that some behaviors exhibited in those with ADHD can be “…potentially adaptive in some situations and contexts” (Sherman, Rasmussen & Baydala, 2006, p. 196).  Instead of viewing ADHD as a disorder classified by its deficits, it can be seen as an advantage illustrating potential and unique characteristics.  It is suggested by Sherman, Rasmussen, and Baydala (2006) that educators should strive to “…identify the unique ADHD characteristics of each child, and tailor their instruction and teaching behaviors to emphasize the child’s strengths and abilities” (p. 197).  Children with ADHD are known to be “polyactive” and can work simultaneously on numerous tasks.  They are excellent brainstormers who can lead a variety of tasks with energy and enthusiasm.   By providing students with ADHD opportunities to exuberate their energy through special errands, multi-sensory activities and through the use of various media, teachers can keep students engaged.  Shortening tasks and instructions, re-arranging desks and including interesting stimuli can also aid students with ADHD in reaching their creative, academic and behavioral goals (Sherman, Rasmussen & Baydala, 2006, p. 198).  Even though in the medical profession ADHD is viewed as a disorder, maintaining an optimistic attitude can help parents and educators focus on the children’s strengths and unique leaning styles rather than on the stigmatic diagnosis.

            Unfortunately within my teaching community there is a negative stigma attached to the ADHD label.  Whenever a teacher discovers that a student in her classroom is showing “classic ADHD signs,” the sighs and complaints begin within the walls of the faculty lounge.  Hence the reason I do not eat lunch often in the faculty lounge.  Whenever this topic arises, I often ask my colleague if she has tried incorporating activities with a variety of multiple intelligences.  From my time at Trinity as an undergrad, it has always been stressed that every child learns differently and instruction needs to be differentiated to meet your students’ needs.  It is disheartening to think that some of my former teachers at my current school have forgotten this.  I enjoyed reading about children with ADHD in a positive light and would strongly recommend my fellow faculty members to read this journal article.

            This journal article shed some light on the negative way in which ADHD is represented.  I agree that society, including teachers, tend to focus on the limitations or difficulties that children with ADHD experience.  I enjoyed how the article celebrated the unique characteristics and strengths that students with ADHD have within the classroom.  The journal article provided useful tools for teachers on how to promote positive learning experiences for children with ADHD.  It was also interesting to reflect on how some of the most creative and influential people of the past may in fact been diagnosed with ADHD.  What would have happened if the works of Mozart, Dali, or Einstein were stifled?  This journal concentrated more on the practical strategies of helping students with ADHD and less on the medical jargon associated with the disorder.  It is more suited for parents and educators rather than those in the medical field.