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Post by Deleted on Dec 10, 2010 10:12:58 GMT
Sheena .. i agree totally with everything you are saying and i intend do do loads of research etc. I understand it's such a huge topic that there is no way i will be able to come to any conclusive answers. I can only speak from my experience so far with the students i have taught. What has prompted me to ask the questions relating to education is that i was totally unaware of said students having ADHD and it was only through observation(i.e one of students extremely bright Plumbing apprentice very disruptive in the workshop on completion of practical tasks) and one to one chats that it became apparent. Only then did i start looking at ways of adapting lessons to ensure differentiation. It led me to wonder if there are a whole load of kids or young adults who finished full time compulsory education having not achieved their full potential beacause instead of being diagnosed they were just considered naughty and disruptive. A massive can of worms!!! I am about to watch ADD AND LOVING IT Cheers
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Post by Deleted on Dec 10, 2010 10:58:33 GMT
Disruptive/naughty?
That covers the hyperactive.
Inattentive ADHDers will slip under your radar and quietly go their way.
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Post by Deleted on Dec 10, 2010 14:19:01 GMT
I'm all ears and learning all the way.... Cheers
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Post by Deleted on Jan 27, 2011 20:42:09 GMT
As a teacher carrying out what would be worthwhile research in which to share with other teaching profession, can I ask as to why you do not intend for the researched evidence to be made public? Would you not be better suggesting that it was an 'ADHD Teaching Method Survey' rather than research==just a thought and good luck.
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Post by lostinabook on Apr 11, 2011 3:58:11 GMT
Hi Mikerv, I don't know if you're still planning/doing your research but I'll chuck my opinion in for heck of it.
Am I right in thinking that you're doing a PGCE (Post-16/FE), and this is part of assessment? I have done one myself and am now a PhD student. Actually, thinking about it, even if I've got it wrong and you're not doing a PGCE (Post-16/FE), this might help with the research you're doing.
The first thing I would do is to narrow down your research area - it's massive! I doubt that it would fit a PhD, and that's general limit of 100,000 words. You need to be really specific. You mentioned looking at FE and HE. I'd just stick with FE as it's the area that you have day-to-day contact with (this is a presumption, sorry if I'm wrong). And the challenges facing a student with ADHD, or any form of neuro-diversity, aren't guaranteed be the same in FE and HE.
What's your word count? That should guide your research question. I did my course 4 years ago. At the time the government were scrapping 100% coursework in a few GCSE subjects and were considering broadening it out to A-Level as well. So I designed my question around that, something along the lines of 'How would scrapping of coursework based A-Level qualifications impact on students with specific learning difficulties?' So, in 5000 words I looked at learning/retention styles and basically tried not to rant about the fact that formal exams do not reflect the ability of the student. Urgh! I hated exams, and they hated me.
I've just re-read your post at top of the page. The problem we face as teachers/lecturers (yup, teaching and PhD-ing, I'm all about the fun!) is that we reliant on the student disclosing to us that they have a condition that could affect the way they learn. Departmental admin can't tell us unless they have the permission of the said student. But legally, we have to presume that a student could have ADHD/Dyslexia/AS etc. That way the correct support is continually under the student body like a safety net (that was a bit of a strange comparison, sorry!). I have had my own, fairly serious, battle with the university of the support that I am legally entitled to, and I can be quite gobby. Imagine a student that doesn't have the confidence to speak up to authority.
Sorry, off topic there ...
Umm, ignore this if it's not relevant/any use, or just a bit teachery. But good luck with it!
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Post by Deleted on Apr 18, 2011 9:18:08 GMT
Hi, everyone thanks for your feedback, Ive more or less finished it now, what a mine field! Ive been asking for data from the powers that be and have been more or less told to get back in my box because my research is poking a bloody big stick at the politics surrounding the issues at college and highlighting the lack of provision for learners diagnosed or not. Ive had to very carefully edit my work so as not to implicate the college where i am employed, changed all the names to protect the innocent etc etc. A meeting with the head of Learning links who i may add is a very nice guy but 10 minutes into the conversation i was thinking about other stuff and couldnt wait for him to finish the meeting was very fruitful but i was advised to tread carefully if i value my job!! Anyway one thing thats come out of it is a better understanding of my students and myself! I often wondered whether its just me who gets up at stupid o clock in the morning as soon as the light hits the curtains, goes for a run and on returning may just jump back into bed or dig the garden... yes before work... or i may decide to plan a lesson at 4 am. I have been told countless times about my impulsiveness among other things to numerous to list by friends family alike. I always wanted to escape from school and did on numerous occasions, from infants right the way through to senior. I was on more than one occasion found at the local newt pond having slipped under the fence during school hours, got sent out from assembly to be found by the headmaster kicking a ball against the wall, I was always drifting off in class, trying to pay attention and getting stressed on one occasion because my teacher had noticed i'd payed attention all lesson which was very rare; decided to ask me a question on it and i couldnt answer because i didnt have a clue! In spite of the fact i had listened to more or less everything he had said.Ive had countless jobs successful in most but got bored in every one of them; I was a sole trader self employed plumber for 13yrs, but i only worked 4 days a week at most because i was always nipping to the gym or going for a walk/ fishing etc on the spur of the moment. Ive sold insurance, managed a nightclub, worked as a labourer in a metal factory to name but a few. I have a real problem with authority and will not conform if it doesnt suit me. This resulted in me at a very young age (22) just handing the keys to a property i had purchased back to the building society despite theirs and everyone elses advice because the mortgage rate had rocketed and i wasnt gonna pay it! Hence voluntary repossesion and all the crap that goes with it.. And i have to say i am quite hopeless with finance..Ive lost count of the amount of times ive lost stuff and searched high and low for it. Ive read the post about ADDERS traits and thought OH my God I'm not alone! On one occassion i just took myself off for a walk of the coast without telling anybody, no phone, 20 quid ,tent and a bag of pasta! I was gone for a week. One of myfriends from chidhood who is a teacher just laughed when i told him i was doing a research project on ADHD saying "just write about yourself"... Anyway i could go on all day, theres loads of other stuff, a lifetimes worth, but that'll have to wait cos im off for run
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Post by DKL - darkknightslover on Aug 6, 2013 20:34:52 GMT
My boss at work has discovered that I cause a lot less trouble if I'm given an interesting project to work on I did wonder when you mentioned your Nephew had been diagnosed with it and that you'd left school at the age that you did if you might have had it yourself. I take it it's been a recent epiphany for you? Not sure about the Hunter/Farmer theory, although it does seem to make a bit of sense on the surface. There are many genetic and environmental factors to ADHD and its effect on each person. You may have come across "bell curves" in terms of explaining averages. At GCSE level science it's demonstrated by using heights and weights of everyone in the class, and compare it to the averages of the country or world or something. The scale running along the bottom of the page (x) would be height, and the scale running along the side of the page (y) would be the number of people at that height. You have a very small number of people (presuming they're all the same age) who are very short, many many people who are of "average" height, and a very small number of people who are very tall. You might even find 2 "humps" in the curve of the graph if the people measured had roughly the same diet and were from the same gene pool as the average height of men would be different to that of women. If you were to translate that to ADHD, you would find a graph could be made where height was replaced with "bio-availability of dopamine" in certain areas of the brain, you might find a similar bell curve. (As a side note, it's thought that these chemicals are taken back up by the body more quickly than in "normal" people, and so the cells and pathways that use them don't have as strong signals as they should - the drugs slow down the "re-uptake" and so make them more available and therefore strengthen the signals.) The ends where you don't have many people would be ADHDers at the "low" side (and possibly some depressives - there's been research into Ecstasy's effectiveness in treating depression), and schizophrenics at the other. This is hypothesized to be so, because it's known what the drugs that happen to treat ADHD and Schizophrenia affect Dopamine availability. In ADHD you would have something similar going on with Noradrenaline. Noradrenaline, dopamine and seratonin have very similar chemical structures, so the genetic factors might well have something to do with the mechanisms that deal with that family of chemicals. Each of those chemicals also happen to be used in other parts of the brain and body for other pathways (which is why when you first start on SSRIs you are likely to feel/be nauseous - the stomach's pathway for inducing vomiting uses seratonin, but it gets used to the new balance after a while). All of this is a long-winded way of explaining that there might be other evolutionary advantages to the group of behaviours that come about from the nature/nurture balance that are currently bracketed as ADHD. At some point in the future there might not even be an ADHD bracket as the science knowledge bank develops and is able to distinguish differences between certain cases and hopefully have more effective treatments/explanations as to what's going on in one's skull! Why some people might find certain drugs and/or doses work better for them than others. Why some people might not even need drugs and another person might although the first person might be higher on the "symptoms scale". It might even be found that ADHD/certain types of and other "weird wirings" might have more in common than we currently understand and produce one or more conditions, wiping out the originals. Brains are weird and psychiatry is a science in its toddler stages! hmmm.... There was a thread about some ADHDers being boring a while ago.... You know you have ADHD when...!
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Post by JJ on Aug 8, 2013 0:58:42 GMT
Def not boring to me DKL - find this stuff really fascinating xxxxx
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