ADD/ADHD alternatives in the classroom - Armstrong, Thomas 1951- (Association for Supervision and Curriculum Development, 1999)
"ASCD Stock No. 199273."
Includes bibliographical references (pages 105-119) and index
Preface; Limitations -- and Assumptions -- of the ADD/ADHD Paradigm; Assumption 1; Assumption 2; Assumption 3; Assumption 4; Assumption 5; Assumption 6; Assumption 7; Alternatives to the ADD/ADHD Paradigm; Historical Perspective; Sociocultural Perspective; Cognitive Perspective; Educational Perspective; Developmental Perspective; Gender Differences Perspective; Psychoaffective Perspective; Toward a Holistic Paradigm; Strategies To Empower, Not Control, Kids Labeled ADD/ADHD; Educational Strategies; Cognitive Strategies; Physical Strategies; Affective Strategies; Interpersonal Strategies
What does it mean to a kid to be labeled attention-deficit disordered (ADD)? Or to have ''hyperactive'' added to the label (ADHD)? What can teachers do to boost the success of students with attention and behavioral difficulties? Are we relying too much on medication for these kids and not enough on new perspectives on learning, child development, the child's socioeconomic and cultural background, biological and psychological research, and the learner's emotional and social needs? Armstrong urges educators and parents to look for the positive characteristics in learners who may carry the ADD/AD.
Keywords: Attention Deficit Disorder with Hyperactivity; Education, Special / methods; Child; Enfants inattentifs / Éducation; Hyperactivité; EDUCATION / Special Education / Social Disabilities; Attention-deficit-disordered children / Education; Attention-deficit hyperactivity disorder; Aufmerksamkeits-Defizit-Syndrom; Soziologie; Erziehung; Attention-deficit-disordered children -- Education; Aufmerksamkeitsdefizit-Syndrom; USA