what are the techniques of teaching a young student with ADD. Thank you?
97481
Short sessions - 5 minutes & walk away for 5 - 10 minutes.\nPatience.\nRepetative lessons.\nVisual aides - counting? lay out money on table to work with.\nMake sure he/she repeats back what you've said.\nMake eye contact.\nRemove distractions - pets, other kids, noise.\nNever show your frustration! This only tells the child he's a pain & not worthy of help.\nNo yelling or raising your voice. This cuts an ADD kid deeper than you'll ever know & sticks w/ them a long time!\nWhen you've finished a chapter, go back & do a quick refresher the next week. Just to cement the lesson.\nRemember, ADD kids have approximately a 5 minute attention span, so technically they only retain 40% of what you teach. If you think that's frustrating for you, think about how they feel!
550844
Hello :) I have a Master's Degree in Speech Language Pathology and have worked with dyslexic children. You are right. You need to find a Speech pathologist or someone in Special Education to give your daughter sessions. It will help her alot. But, from now till you find her a specialist, here are some things you can do to help improve her reading and writing: \nThe reason why dyslexic children have a problem is because they did not develop something we call 'phonological awareness'. We can spell, because we can differentiate individual sounds auditorily; whereas they can't. Begin with ONE SYLLABLE words such as 'pen' or 'bin' for example and don't write them down. Just face her and say the word, then ask her what the first SOUND is? Then the second SOUND...and finally the third SOUND. Say the word slowly more than once and MAKE her say them out loud as well while she's figuring it out. Mind you, I say 'sound' and not 'letter'. Do this often until you move her from one syallable words to multisyllabic words SLOWLY and only when you know that she's 'got it'. It is imperative that you are 'consistent' in these exercises with her. Make a game out of it. This should help her immensely in time. \nIn relation to math; and specifically small and big numbers. You need to teach her about 'quantities'. Dyslexics have problems with deciphering SYMBOLS and not in understanding concepts. You just need to chose a different way of getting the information across to them. Get one small pouch / sac and another bigger pouch / sac. Put just a few marbles in the small one and ALOT of marbles in the bigger pouch. Ask her to hold them and tell you which one is heavier and explain that the bigger one is heavier cuz it contained MORE marbles. After that, physically count the marbles by getting them out one by one and putting them in two bowls so that she has a visual representation of the difference in 'quantity'.\nFinally, I hope this helps until you find a specialist. A good specialist will teach you (the parents) on how to address all these issues with your daughter along her school years and will know what 'ways' to use to get 'concepts' across to her. Just be patient with your girl and know that she is very bright; just sees things differently than others. \nAlso, I have met speech therapists from Bahrain in conventions, but unfortunately I don't have their contacts. I am sure there are centers there you can go to; maybe even the school can direct you to one. Good luck hun :)
1125980
Talk with her and her parents to find out exactly what issues she has in both subjects.  If possible, look at her report card.  \n\nOnce you know what areas you need to target, go on-line to find worksheets, puzzles, games, etc. to help her in those areas.  There are tons of free websites for teachers to use.  You can even print review questions for most books you may want to read with her.  One of my favorite sites is http://www.edhelper.com.  It has math, reading, language arts, etc.  Many worksheets are free.  To be honest, WalMart has some pretty decent workbooks at that age level, too.   They won't be quite as expensive as a traditional bookstore (which is also a good source).  \n\nMost importantly, be kind, be patient, and be encouraging.
740872
my son was promoted to the second grade barely knowing his alphabet and numbers. i also decided not to medicated during second grade. towards the end of the school year it would break my heart to hear my son say that he was stupid because he didn't know what his classmates did. i finally put him on ritalin. OMG!! what a change. he went from getting 20's and 30's (even with 501 modifications) to getting 70's and 80's. he has been taking the meds ever since. he is now a sophomore in hs taking regular classes and thinking of going to college. i highly recommend medicating IF the need is there. you need to take your child to a child psychologist who specializes in add/adhd. they cannot prescribe meds but can recommend. best of luck and tell your daughter to hang in there.
1152058
get them to create something. Drawings, building blocks, games that excite or test their ability to remember, painting, crafts. You can try making them discuss issues. You will be surprised what comes out. If you are facing hyperactive children know that their attention span is very short so a variety of quick games may help. TV is your last resort. They would likely not enjoy the same program anyway. Good luck.
427846
Legos\n\nIf (s)he's really young, square pegs with square holes and a wooden mallet should do.\n\nWhen I was young I played with Brio, Legos, Lots of puzzles, and a limitless supply of books. (I was taught to read at age 4)\n\nNow I am an engineering student at Berkeley! Looks like my parents taught me well.\n\nOh, and please teach your child to be able to entertain him or herself, toys that stimulate the imagination and AVOIDING  THE TELEVISION AT ALL COSTS will help a lot.\n\nPlay with your children as much as possible, you'll cherish it when they move on to study great things at prestigous universities (I know my parents do).\n\nOh, and start saving now, it really helps me out a lot that my parents have my education covered because they started saving for school as soon as I was born.
115597
I would start by getting as well informed as possible about hearing impairment. Then, I would choose age appropriate readings and then wait for questions by the child. This will also show your child how useful and enjoyable reading can be! Here are some reading suggestions and comments:\n\n"Anna’s Silent World" by Bernard Wolf takes the reader through a typical day in Anna’s, a deaf six-year-old, life.  It explains that even though Anna is deaf, she still does things much like other children.  Any elementary-age student should read or have this book read to them.   \n\n"Seeing Things My Way" by Alden R. Carter. A fully illustrated book about Amanda and her visual impairment. Explains in easy to read text her experiences and expectations including use of CCTV and Braille.\n\n"You and Your Deaf Child: a Self-Help Guide for Parents of Deaf and Hard-of-Hearing Children"  A resource book that parents can use when dealing with feelings about hearing loss and the implications it may have on family life. Includes reference materials covering language systems, family communications behavior and educational placement, plus more.\n\n"Kid-Friendly Parenting With Deaf and Hard of Hearing Children: A Treasury of Fun Activities toward Better Behavior" by Daria Medwid and Denise Chapman Weston\nA step-by-step guide offering hundreds of ideas and methods designed to work with children ages 3 to 12 to enhance communication and strengthen relationship in skillful, fun ways.\n\n"I Can Sign My ABC’s" by Laura McCaul and Susan Chaplin, Illustrated , Full-color picture book with 26 signs-one for each letter-with manual alphabet, hand shape, a picture, the name and sign of a simple object beginning with that letter. Ideal book for teaching young children the alphabet.\n\n"My Signing Book of Numbers" by Patricia Bellan Gillen\nThis full-color picture book helps children learn their numbers in sign language. Each two-page spread has the appropriate number of things or creatures for the numbers 0-20. Signs for 30,40, etc. to 100 and instructions on "how to" are included.\n\n"I’m Deaf and It’s Okay" by L. Aseltiine, E. Mueller & N. Tait, Pictures by H. Cogancherry. How this little boy copes with the frustrations of deafness at play and at home.\n\n"My First Book Of Sign" By Patricia Bellen Gillen, Pamela J. Baker, Illustrated. A full color alphabet book, giving the sign for 150 words most frequently used by young people. Word choices based on early language acquisition. Appropriate for children beginning to read.\n\n"Choices in Deafness: A Parents’ Guide" Edited by Sue Schwartz. Ph.D.  A clear thorough, reassuring book that will help parents make the best choices. Written by professional, with frank personal accounts by parents.\n\n"The Silent Garden, Raising your Deaf Child", Second Edition\nPaul W. Ogden.  An up to date reference comprising all the bits and pieces of advice, encouragement and hard data that parents might need in order to make decisions that will enable their children to grow into strong, healthy and productive members of society.\n\n"Raising and Educating a Deaf Child" by Marc Marschark\nA comprehensive guide to the choices, controversies, and decisions faced by parents and educators. Although written by a researcher, the language and explanations of complex issues are clear and easy to understand.\n\n"A Parents’ Guide To Middle Ear Infections" by D.S. Davis,M.A., CCC-A  Answering questions about ear infections in understandable terms. Anatomy, physiology, coping at home and socially.\n\n"Psychological Development of Deaf Children" by Marc Marschark.  Beginning with the nature and scope of deafness the author integrated 30 years of information to identify in what functionally significant way deafness affects the course of child development.\n\nArthur, C. (1979). My Sister's Silent
621379
i had a friend with dyslexia, dysgraphia and dyspraxia... the only thing that worked for him to learn was repeated hands on teaching, he also had to be very very interested in what he was learning, because then he would try his hardest to actually comprehend the information given to him. this is a very difficult situation because most children at the age of 10-15 do not enjoy 90% of what is being taught to them.  My recommendation is to have a teacher that he/she  likes.  Someone who is willing to sit down and teach them 1 on 1 and have a lot of patience.  This person also should be very creative with the way he or she teaches due to the backwards mindset of these disorders. The ADD will make it harder to concentrate, but it shouldn't be as much of an issue if the teacher is animated as well.  I know what you are thinking... where can I find someone like that, and as for that i don't know. The one teacher's attention divided among 23 students, i think will not work
1093737
Instill a sense of work ethic and self confidence. Sounds easy enough huh? Let me break it down.......\n1. Read to them daily\n2. Stay involved in their education\n3. Support their teachers\n4. Do homework with them\n5. Positive Reinforcement\n6. Make school a priority in the home and their life\n7. Set aside time every day for school work. The same amount everyday no matter how much homework they do or do not have.\n8. Keep education going throughout the summer with fun education settings like camps or sports. \n9. Keep them physically active. Video games and TV shorten a child's attention span making school more difficult\n10. Keep them on a low sugar diet. Healthy eating aids in memory and concentration.\n\nHope this helps!
1030025
Give them plenty of opportunities to get up and move around.  Cooperative groups work well.  You must remember to model for them the things you want them to do.  Patience is key and so is structure. They are very anxious to please and will thrive with your excitement about their learning!  Weekly themes work very nicely- both for you (it's easy to plan), and for them (they keep focused).
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With out know which impairment the child has I can only offer a generalization.\n\nThink about the activity and which senses it involves.\nWhat do you want the child to learn?\nCan the activity be accomplished using other senses?\n\nThink of it like solving a puzzle and Try imposing the same impairment on yourself and experiment with different ways to achieve what effect you want.
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This means how long can the child focus on any one particular activity.\n\nFirst of all, the activity must be one designed for a First Grader.  \n\nThere is really no 'average' because each person differs.  Some kids grow up more slowly even if they are destined to be really swift.  I know, I was one.\n\nSome teachers are so dumb they do not know who is smart.\n\nBehavior problems can make a few smart kids appear dumb.  Some kids may need eyeglasses (again, I was one, it was like a new world opening up when I got them).\n\nIf you are under 30 if takes someone older and with educational experience to assess your child.\n\nAttention spans at this stage range from 5 minutes to 30 minutes.  Smarter or more mature kids will have a longer one.\n\nBut, the subject matter also makes a difference.  If someone very interesting visits, someone who knows lots about animals, for instance, and is a good teacher they all might listen enthralled for a whole hour, even more so if actual animals are brought in to look at.\n\nKids this age are just starting to find out about the world.  They are interested in animals, types of machines and vehicles like airplanes, helicopters, trucks, fire engines, police cars.\n\nThis is where they learn the alphabet and start associating letters with words...\n\nWhen that work is done (their attention flags), the teacher may switch to fingerpainting.\n\nChildren this age like STORY TELLING very, very much.  You will GREATLY help your child if you also participate in story telling, at least three times a week.\n\nThat is a big plus that trains your child to focus his / her attention.  They also see that lots of good stuff is in books...\n\nThat has a BIG PAYOFF for the rest of their lives.\n\nADHD kids should be given fish oil supplement along with calcium and magnesium tablet that is broken up and grinded into their food.  \n\nThe drugs are a very poor substitute for an insufficient diet.\n\nMake sure your kids take a daily kid's vitamin and drink lots of water.\n\nKids MUST also have physical activities like playing ball, running around, sack races (you get the picture)...\n\nIf they do not have enough of this it will greatly contribute to learning problems in the more mental activities.
472321
Younger children respond very well to short-term, visible goals like using sticker charts and small rewards at the end of a specific amount of time.  Depending on the kid this can be from good behavior during 1 period of class (particularly kids that are restless or have ADD, ADHD) or 1 week of periods.  Whenever you catch a student displaying good behavior in class you should acknowledge it publicly, it motivates that particular kid and it sets the right example for the rest of the class; be careful not to pick the same kid always since it can lead to labels such as "Teacher's pet, etc", I think all of our students, no matter their differences, behave good from time to time and we should try to find those instances and reward them.  Something that works really well with my students is sending notes to their houses when they have behaved in a particular good way, and I think parents also appreciate teachers that communicate with them for other than give out complaints about their kids.  I try not to criticize students' bad behavior in front of their classmates, unless it was a serious offense like hitting someone; some students like the attention and it may backfire if you criticize in front of the rest.  I ask them to leave the room with me (try to do it a little later, so you have time to think things through and don't say anything you might regret afterwards) and talk to them in private about their behavior and the consequence it will have.  This year I also had a talk with all of my students about how to solve problems among themselves and we settle on 3 rules to do so:  \n1. They should talk to the kid first and tell them that they don't like the attitude they have and to stop please doing ...whatever.\n2. If the problem continues, the student talks to whichever teacher is present in class at that moment.\n3. If the problem continues or the other teacher dismisses it they should approach the homeroom teacher (me).\nSomething very important is that you should make sure that your students understand that under no circumstances you will scold or criticize the other kid in front of them, sometimes they think that you did nothing and they tell their parents that the teacher did nothing to deal with the other student.\nHope it helps
555426
At four children do not have a long attention span. Make it fun and it is not about how long you do it but how often you do it. If you try to force it on him he will not want to do it at all. Be patient.\nIt sounds like you have tried many of the right things. You might be amazed at what he is learning when you think he isn't paying attention.\nWhen you guys are playing with cars spell it...say the color, what it is etc. \nYou can use flash cards. Make up songs and games. \nWhen he is playing with a teddy bear say b is for bear what else can we see that starts with a b.\nGo basic...not with words. Work on letters and sounds. He is probably not ready for full words yet. Even the most simple of ones.\n\nFour is still very young. He will not be expected to know how to read upon entering kindergarten and they will work with him more there too!
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The best way is to relate all topics (holistic approach), for instance, depending on the age, let them do their own small books, let them do some short anecdotes using the computer, word recognition is possible to sing some songs and recognize words, let them write words in sand boxes.\n\n____________________________________\nNeed help or advise? Elektronic help online is the solution !\nMessenger: fxgonzal@hotmail.com\nCheap rates by the hour.
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Keep in mind that she is 5! I think it is a little early to take her to have an evaluation for learning difficulties or anything like that, as has been suggested by others. \nAlso, I think a short attention span is normal for a 5 year old- a rule of thumb I have heard is 1 minute for each year of age- so I would be expecting her to concentrate for 5 minutes at a time. \n\nHere are my ideas:\n\n1) Help her to be interested in books\n-let her see you reading, whenever you are reading- point out signs when you are driving, reading the instructions/ingredients when cooking, talk about looking in the tv guide to find out what's on...\n-take her to the library, let her choose the books.\nThere are lots of appropriate books on all sorts of topics (such as looking after pets, making things, etc).\n\n2) Teach the letters in the most creative ways you can think of!\n- draw them in sand with your fingers\n- let her type them on a keyboard\n- make them out of play-doh (I have alphabet cookie cutters, or you could just roll long snakes and make them into the letters)\n-teach her an alphabet song (I like "ants in the apple")\nWhile you're doing these kinds of things, talk about the letters, and the sounds they make- e.g. for B- this is 'bee', it says the 'b' sound.\n\n3) Read to her\nReading material which is appropriate for her to read might not be very interesting for her. If you read books to her which are a bit harder, but more interesting, this will help her to be interested in books.\n\n4) practice reading creatively\n- you could make 'labels' for things in your home (door, fridge, oven, bed), and ask her to help you read the label, and stick it where it needs to go.\n- write her little notes\n\n5) practice for a short amount of time- maybe 5-10 minutes. Come back to it later, rather than tiring her out- she will enjoy it more this way! \n\nI hope these ideas are helpful!
308748
For learning her ABC's, you can use any computer really. I would recommend including a Touch Screen, and a one-button mouse with your purchase, to make interaction with the computer much easier for her. You must be VERY patient with her regarding her learning to interact with the computer, and with her learning the content of the programs. \n\nWhat country are you in? If you are in the United States, then even if your daughter is on a "Life Skills" certficiate track at school, she should have goals relating to learning reading (actually, goals relating to each of the core academic subjects). Talk with your daughter's special education teacher about which goals tie in to the reading/language arts state standards and benchmarks. No Child Left Behind and the new reauthorization of IDEA requires that she have academic goals in the five core areas (Reading, Writing, Math, Science/Social Studies). However, your daughter may still be working on pre-reading and pre-writing goals that lead up to the regular standards. Ask about what activities they have been doing with her for the eventual acquisition of print recognition and writing. The school probably also has had your daughter on a computer already, for at least once per week (in the school computer lab or on a classroom computer).\n\nFrom your saying that you wish to "open up communication," I take it your daughter does NOT speak?  If she is not talking, then there are touch-board communication devices that greatly assist with basic communication. They range from 2 panels up to dozens of panels.  Once again, IF you are in the United States, your IEP committee should be looking at how to help her express herself in social communication. What does your Speech Pathologist say? Has your committee done an assistive technology assessment?\n\nFor your home computer, I would recommend the Reader Rabbit series, starting with their Infant, and then Pre-School programs, so that your daughter can learn how the computer works. Also, try the activities at these links (not all may interest her, but they are worth a try):\n\ngood training for computer interactivity and basic vocabulary skills at...\nhttp://www.pctots.com/infant-development.htm\n\nthen add...\nhttp://www.learningcompany.com/\nhttp://www.getreadytoread.org/content/view/101/317/\nhttp://www.sesameworkshop.org/sesamestreet/?scrollerId=games\nhttp://www.4thekidstoystore.com/edso.html