Adaptive Learning SUMMER TERM 2022 ISSUE 5
How Girls With ADHD Are Different www.childmind.org
Rae Jacobson According to the CDC boys are far more likely to recieve a diagnosis of ADHD not necessarily becuase girls are less prone to the disorder but becuase in girls ADHD presents differently. THe symptoms are often more subtle and they don’t fit the stereotype. ‘Girls are not as hyperactive’ says Patrcicia Quinn, MD and co-founder of the National Rescource Centre for Girls and Women with ADHD. ‘People imagine little boys bouncing off the walls and think: that’s not what ADHD looks like and if this girl doesn’t look like that then she doesn’t have ADHD.’ Research indicates undiagnosed ADHD can jeopardize girls’ and young women’s self esteem and, in some cases, their mental health. Girls are also more likely to blame themselves, turning their anger and pain inaward. Girls with ADHD are significantly more likely to experience major depression, anxiety and eating disorders than girls without. On Wednesdays We Wear Pink Today’s kids have more obligations and opportunities than ever before. The word overscheduling is on everyone’s lips and college admissions hopes loom large
One of the consequences is that girls who were able to manage their ADHD symptoms before are no longer able to do so. A girl who was fine in grade school can suddenly find herself drowning in the academic, social and extracurricular intricacies of middle school. Girls with ADHD often struggle to decode the myriad of social subtleties of girl-world; what to wear, what to say, how to talk, when to be comofrting, when to be mean. Being unable to fit in, or perform up to girl-code can make them a target for meal girls and leave them isolated and confused. Dr Hinshaw refers to these vice-like pressures as the ‘Triple Blind’. All girls, he says are subject to a trio of unreasonable expectations: 1. Be good at ‘girl things’ e.g. pretty, emphathetic, polite 2. Be good at ‘guy things’ e.g. competitive, funny, driven and athletic 3. Do all the above, but make it look effortless Though some girls manage to stay afloat, success comes at a very high price. Sometimes we are our own worst enemies, dissembling and compensating, feverishly working on one thing while other equally, if not more important things languish. ‘Girls with ADHD do a lot of hiding becuase they try very hard to put up this facade of competence’
https://childmind.org/article/how-girls-with-adhd-aredifferent/
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A Guide To Helping Your Dyslexic Child Boost Their Self-Esteem By Jay www.dyslexic.com As a parent of a dyslexic child, coming to terms with and gaining a full understanding of the condition is crucial in order to successfully support your child’s development – both socially and academically. Dyslexia is a common learning difficulty that primarily affects the way in which an individual reads and spells words. The degree of dyslexia can vary from mild to severe. However, the condition only affects some abilities and skills, and is not related to a person’s general level of intelligence. According to the NHS, one in every ten people in the UK have dyslexia to some degree, with symptoms including particular difficulty with verbal memory and processing speed, phonological awareness, and rapid serial naming. When you enrol your youngster in school, be it a mainstream or special institution, you may begin to notice differences in their behaviour, mood and attitude. If your child attends an inclusive school, it’s likely they will start to become more aware of their typically-developing peers, which will make their dyslexia appear more apparent. As a result, they may start to feel self-conscious, which will create a knock-on effect on their levels of self-esteem. Because you can’t accompany your child in the classroom or playground, it is your role as a parent to look out for any unusual behaviour at home. For example, your child might become less talkative, seem unhappy or be less willing to partake in activities that they previously enjoyed. You may consider taking your offspring to see a therapist and although that could be the best option, there are a number of ways in which you too can contribute towards improving their levels of self-esteem. Why not follow some of these tips? Firstly, make sure you have a solid relationship with your child’s teachers and other members of staff who they interact with. It may not always be obvious at home if your youngster is struggling socially, but speaking to their school may bring any issues to light. 4
For example, your child’s teacher could inform you that they are shying away from group discussions or have a tendency to sit alone in the playground or dining room. Having an awareness of this will set you off on the right foot to take appropriate intervention. It may also be a good idea to speak to other parents of children in your child’s class and organise a play-date. Knowing how to initiate and maintain relationships with peers is crucial in child development, with or without a learning difficulty. Regular play-dates or enrolling your youngster in an after-school club will help them to gain confidence, which in turn will boost their self-esteem. Give your child a chance to contribute to family discussions, chores or planning an activity. With this given sense of responsibility, it’s likely they won’t want to disappoint you and so will strive to carry out any task to the best of their ability. It is your role to acknowledge what they have achieved – no matter how big or small – and provide praise. But a child’s ego isn’t only affected socially – academic skills can play a part too. Some dyslexics have a short attention span, which can cause them to fall behind in particular subjects in school. Having difficulty with homework could create frustration and feelings of failure, which can be harmful to a child’s ego. A child’s self-esteem will be a strong determiner of their success and happiness throughout life, with children with dyslexia more vulnerable than those without the condition. Creating an effective and meaningful support system together with other family members, teachers, friends and caregivers, will contribute to your child’s long-term wellbeing. https://www.dyslexic.com/how-to-help-your-dyslexic-child-build-selfesteem/ 5
The Wisdom Of The Crowd By Barry Whelan www.behaviour101.com
Supporting children with social, emotional or behavioural needs requires effective collaboration and communication among all adults. The Wisdom of the Crowd Theory explains why.
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If you take five runners who have raced 10km and add their race times together and divide the answer by five to calculate the average race time, that time will be lower than the fastest runner. The Wisdom of the Crowd Theory works differently to this logic when applied to decision-making. It believes that the collective opinion or decision will be superior to any individual expert or specialist who works alone. If you apply this theory and take five adults dealing with a complex issue, it suggests the quality of their solution and plan will be HIGHER than what any individual would decide alone. Matt Syed’s book “Rebel Ideas” explains the diversity of cultural backgrounds and perspectives help people to view complex problems from a more holistic point of view. Together, a group can see an issue from many angles previously unseen. Like the picture to the left, if you have only one person contributing their opinion to what they are touching, they will most definitely be wrong. However, if you get the six of them to discuss their points of view together, there is a much stronger chance of a more successful outcome.
When teaching children with social, emotional or mental health needs, adopting this theory is wise: no matter how experienced you may be. Listening to, considering, accepting and offering different points of view will lead to better decisions and outcomes for the child. As the famous quote goes: “If you want to go fast, go alone. If you want to go far, go together.” 7
KES Curriculum Support Team For more information about anything covered in the magazine, or general information about learning support, please contact: King Edward VI School SENDCO Mrs Ramshaw znr@kes.hants.sch.uk