Commentary First Draft.docx - 1 Wilson Hailey N ENG-105 28JUN2017 Jan Wakefield-Darvas ADHD in the Classroom ADHD can have many different effects on

Commentary First Draft.docx - 1 Wilson Hailey N ENG-105...

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Wilson, Hailey NENG-10528JUN2017Jan Wakefield-DarvasADHD in the ClassroomADHD can have many different effects on children. Children spend a lot of time in the classroom and teachers are among the first to notice these behaviors in structured settings. ADHD is one of the first things suspected when a child has trouble with behavior in class (Miller, 2017). Children with ADHD have negative effects on learning and behavior within the classroom. Different interventions to such as: behavior cards, daily schedules, transitions, and planning are available options to help children with ADHD cope in the classroom. ADHD children have more trouble with attention spans, discipline, and academic decline. Students that are diagnosed with ADHD have many problems with attention in the classroom. When students are having issues paying attention in the classroom they are day dreaming, not completing assignments, and are always talking in the classroom. One of the first signs of a child exhibiting signs of ADHD is the student not being able to keep up with increasing workloads (Morin, 2014). Students also exhibit other behaviors within the classroom that show lack of attention. Students with ADHD are also found daydreaming though out the day,these results in loss of important information (How Does ADHD, 2009). Students that are daydreaming and not fully engaged in the classroom and are missing the information presented then later present a distraction for other students. They are now a distraction because they are asking questions about information that has already been presented. ADHD also affects diagnosed students in the form of incomplete assignments. Signs that the teacher sees when children are not completing assignments includes: a child working independently but irritated by other noises, starting in a group then drifting off, looking something up and continuing reading 1
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instead of returning to the assignment (Morin, 2015). Children that are always talking are negatively affecting their academics. Teachers often notice a child that interrupts during
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