Gifted ADHD Achievers

Educational Uniqueness

GIFTED ADHD

GIFTEDADHD

Literature Review Hypothesis: There is a positive correlation between placement in a customized work environment and increased success among the gifted ADHD students.

Why a Literature Review?

Better discipline ideals in a traditional classroom will always be an issue, but it is not the main reason a customized gifted ADHD student curriculum that is claimed as important.

Research QuestionOvercoming Old Objections

Is a customized work environment needed for gifted ADHD (twice-exceptional) students for support in the furthering of their education in order to help facilitate the intelligent learners to that which they are capable of developing into during their pre-college years.

Strengths and Weaknesses

Low attention & focus Poor study habits Higher disciplinary

rates Poorer grades Poor testing scores Higher suicides

Heavy concentration of shortcomings in “normal” classroom activities:

Abnormal strengths in “unusual” classroom activities

Leadership skills Ingenuity skills Inventiveness skills Melodious talents Creativity Exuberance Interpersonal intuition Ecological

consciousness

Suicides

Lack of achievement

Non-treatment Poor college

skills Poor work skills Unable to

establish their idea of a life worth living

Being Treate

d

Un-treate

d

How Will Gifted ADHD Spend Their Time?

Bored and frustrated In disciplinary actions Being trained only in solving their behavior problems

Raising their educational & skill training levels

Finding future opportunities using specialized programs

Recognition vs. Action

Federal Government recognized all forms of specialized educational needs in 1976

Immediate school actions for learning disabled, non-ADHD gifted, and some ADHD were implemented.

No immediate school action and a very slow acknowledgment of the needed gifted ADHD customized programs to this day

Current Obstacles

Nationally normed grade-level only achievement testing

Lack of experienced recognition of a gifted ADHD student and/or abilities

Misreading student fidgetiness and boredom

Misunderstood troublemaker labels placed on a student

Lack of knowledge for requesting classroom solutions including appropriate funding

Lack of teacher recognition, training, and their voices heard

Lack of plans, kits, and/or detailed curriculums with classrooms available or opened for customization

Lack of Recognition

Unusual peer interactions Misunderstood learning habits Brain damaged or learning

disabled stereotyping Standard testing performed for

weaknesses rather than strengths

Available specific classification of standardized testing ratings

Teachers spend own personal time trying to promote, learn, and help these special children

What is needed for Customized Learning?

Easy funding Standardized class

curriculums with room for student customization

Overcoming skepticism with action

Gifted ADHD recognition Teachers, parents,

administrators, and advocates taking action together

Entire programs in place for examples

Enthusiastic Teachers

Hope

For Schools For Students

Notes for Slide Share in Boxnet Section

NOTES

Thanks for your time spent reading this important Literature Review.

-D S Mills

Notes consist of: Detailed interpretations of slide

show Alignment with appropriate

pages References

THE END or THE BEGINNING?MORE FULFILLED LIFE