Deficit?

Is it the word "deficit" that has contributed to the way students with attention problems are being served in schools today? The two methods of intervention most widely endorsed are pharmachlogical therapy and a wide variety of behavior modification programs. Is the student who depends on a pill to get through the day having his needs met? Are the behavior modification programs that essentially "control" a child's performance because of the promise of a "reward" setting positive examples for students? The recommendation could be made that if we were to look at the student's strengths, instead of his deficits, we could make sounder judgements, design more appropriate educational plans, and "teach" these wonderful, creative, talented, students the way they could go. If students with attention problems were given a high interest, stimulating learning climate, incorporating their interests with the subject matter, would the need for Ritalin and the artificial components of behavior mod ification programs be necessary? Are these measures cures or "quick fixes"?

"Wagons Ho!" A trip along theOregon Traill via the Internet begins. Children embark on an exciting journey into learning. Students perform at their ability level and travel as far as they can (which will increase at a daily rate). What a great way to learn about history, writing, math, geography, and problem solving! Students being challenged and performing! The alternative could be sitting at a desk, listening to each student in the class read a paragraph out of the textbook, and then be assigned three worksheets to complete in fifteen minutes. Which lesson would you choose? If the "normal" student is bored, imagine how a child with an attention problem feels. Oregon Trail is a multi discipline computer program that can be extended, revised, and designed to meet individual needs on either end of the spectrum, gifted or with learning difficulties. A program designed to enrich classroom instruction and give more relevancy to learning.

The computer is just one of the multimedia technologies available to enhance and extend the learning process for all learners. Regardless of a student's style of assimilating information, auditory, visual, or kinesthetic, media based instruction can be beneficial. Programs that allow students to give reports visually in the form of media presentations can renew interest in the education process for a student having little or no interest in school. A student constructing his life story with actual photographs with the assistance of Hypercard or Hyperstudio, to be presented for a group or preserved for individual viewing as software. Students who take classmates on trips to the White House or to thezoo via videodisc or electronic field trip can become successful, contributing members of the classroom.

Those who have worked with students that have attention problems, attended seminars, meetings, or taken college hours addressing the difficulties these children struggle with on a daily basis know there must be strategies that can be implemented to make the journey through the educational system less traumatic for the student, teachers, and parents. Whether in the school setting, scout meetings, Sunday School, or in the home setting, some of the most accepted guidelines to consider when working with ADD/ADHD children are:

Visuals

This can mean pictures, video, overhead, or just writing directions instead of giving them orally.

Coding

By color or highlighting of directions and assignments.

Time

Allow students time when changing activities to make the necessary moves.

Homework

It is advised to give short homework assignments.

Positive Reenforcement

Positive feedback for completed assignments and appropriate behavior.

Tactile Opportunities

Give students hands on tasks for active interaction.

Student Attention

Teacher should be up moving around to keep student focused.

Staying on task, working with others, and self regulation are important objectives in most special education students ''individual education plan". These objectives, both cognitive and affective, can be addressed and satisfied with the implementation of multimedia support. The computer, and other media instruction can integrate the above standards for all children, at a very high rate of proficiency. Whether the student is on task with a computer program in the lab addressing math skills, involved in a cooperative setting with a multifaceted program, researching by way of the World Wide Web, or designing his own program, he is involved, interested, and committed. In reflection, the strategies recommended for students with attention problems could be very important teaching strategies for all children.

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