Gifted Students with ADHD

Term Paper # 108478

Education
Education > Special

A look at the problem of dealing with gifted children who suffer from attention deficit disorder (ADHD).

1,024 words () | 8 sources | APA | 2008 Canada

Paper Summary:

This paper discusses the strategies and resources available in the classroom for gifted children with ADHD. It focuses on the multiple exceptions of giftedness and attention deficit hyperactivity disorder (ADHD), explaining the characteristics that distinguish them from children with other disorders.

Outline:
Background Information
Strategies
Available Resources

From the Paper:

"In addition to addressing students' learning disabilities, it is important to encourage their special talents and interests. This holds quite true when dealing with a gifted student who also has ADHD. Fortunately, many characteristics of gifted students are similar to those with ADHD, so planning for a student with both is a little easier that planning for a student who has other multiple exceptionalities. The following characteristics are often found in children with both giftedness and ADHD: restlessness, high energy level, problems sleeping, underachievement, frustration, disorganization, forgetfulness, moodiness, a tendency to miss details, and a tendency to question authority (http://add.about.com/od/doubleblessed/ADHD_and_Giftedness.htm). Keeping these characteristics in mind, one could plan and program effectively for the gifted ADHD student. Ken Weber and Sheila Bennett suggest several strategies to use in the classroom when working with a gifted student or a student with ADHD. Combining these strategies should prove effective when working with a student with both exceptionalities. The teacher should establish an environment which clearly shows that intelligent thought and creativity are valued. In this environment, the student should be seated away from distracting stimuli, such as the doorway. If possible, the student should be seated near a stable peer model. Teachers should encourage students to discover and develop their special abilities. This can be done by arranging learning experiences that go beyond the normal knowledge level of that particular grade. Although students are discovering their learning on their own, teachers must still monitor them and ensure that they are remaining on task. Gifted students with ADHD often lack social skills and self-confidence. Teachers should focus on building self-confidence in this type of student. They should look for positives and praise the student when appropriate."

Sample of Sources Used:

Gibbs, J. (2206). Reaching All by Creating Tribes Learning Communities. Windsor: CenterSource Systems.
Weber, K & Bennett, S. (2004). Special Education in Ontario Schools, 5th Edition. Palgrave: Highland Press.
Winzer, M. (1999). Children with Exceptionalities in Canadian Classrooms, 5th Edition. Scarborough: Prentice-Hall Canada Inc.
ADHD and Giftedness (http://add.about.com/od/doubleblessed/ADHD_and_Giftedness.htm)
Current Situation in Ontario for Students with ADHD (http://www.caddac.ca/cms/page.php?124)