Ritchie,+Clint,+ADD+&+ADHD

Hello and welcome to my Wiki page. Simply by visiting this page you indicate that you are an individual of the highest intellectual order. Only such individuals could hope to comprehend the depth of insight contained herein.

Anyway, back to reality. My name is Clint Ritchie. I am 33 years old and am married with five children. I work hard for them and am motivated to set a good example for my kids of finishing what they start. I am an evangelical Christian and am so glad to have such a gracious Savior in Jesus.

After an absence of several years, I returned to school in January of 2008 and graduated in 2011 with a major in History and a minor in Political Science. I am enrolled in the one-year MAT program at Southern Oregon University and will graduate in June of 2012.

I would like nothing more from this class than to gain a deeper understanding of students with disabilities so that I might provide for them the support they need in order to thrive in their educational journey.

The topic I chose for this research project was ADD/ADHD. I chose this topic because they are disabilities that I have long felt were overdiagnosed. I wanted to research them myself and see if my initial impression was validated or if my mind was changed. I have no doubt that there are many students who are legitimately struggling with these disorders. I just wonder if there are truly as many as have been diagnosed. Not only that, but teachers in the past have hinted that they believe my son has either ADD or ADHD. I do not think so but I wanted to do the research to find out for myself.
 * INCLUSION STRATEGY RESEARCH: Rationale**

1. There is little to no evidence that there are any effective homeopathic methods for controlling ADHD. Really? Are we to believe that the only way to control ADHD is through man-manipulated chemicals? 2. Some connections have been made that link early exposure to anesthetics with higher probabilities of having ADHD. This makes sense since the still-developing young mind and body of a child may react very negatively with anesthetics. Since stimulants, the opposite of anesthetics, are used to treat ADHD, perhaps there is some validity to these connections. 3. There may be an alarming over-medicating of children with, or suspected of having, ADHD. One video I watched that did not make the top nine showed interviews of people who take prescription Adderall, a stimulant used to treat ADHD. The interviewees said that all they had to tell their doctor was that they had trouble concentrating and they could get a prescription. This is not to say that every doctor would be so irresponsible, but nevertheless, the problem is out there. 4. ADHD is much more prevalent the further east one travels. This could be due to population density. Could busier cities be one of the factors in causing ADHD? Are large west coast cities more likely to have higher per capita rates of ADHD than smaller urban areas? 5. There are an estimated 2.5 million school-aged children taking stimulants to control ADHD in the United States. This works out to roughly 50,000 students per state. There are questions about the safety of some of the drugs used to treat ADHD. With this many students taking potentially risky medications, what are implications for teachers in the classroom?
 * TOP FIVE NUGGETS OF KNOWLEDGE**

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 * TOP ADHD RESOURCE**

This link takes you to an RSA Animate video of a TED talk by Sir Ken Robinson. While the portion of the video dealing with ADHD is relatively short (from the 3:45 mark to the 5:40 mark) it is extremely thought provoking. Sir Ken does not claim that ADHD does not exist but questions the frequency of the diagnosis. He points out that children today are stimulated to extreme degrees by computers, phones, television, and video games. They must then go to school and listen to someone talk and are expected to not be distracted. The culture is sending conflicting messages. He also likens the medicating of children with ADHD to a previous generation’s fascination with removing tonsils. It is simply the fashionable thing to do. This video definitely presents the other side of the coin in terms of thinking about ADHD and its prevalence. I rate this resource a five for its entertainment value and its poignant stance on education and ADHD.

**EIGHT ADDITIONAL RESOURCES REGARDING ADHD** 1. []

For basic information about the causes, symptoms, signs, tests, and treatment of ADHD, this is an excellent website. The website is sponsored by the U.S. National Library of Medicine. Much of the information found within the site is similar to that found in //The Inclusive Classroom: Strategies for Effective Differentiated Instruction// by Margo Mastropieri and Thomas Scruggs. There is a link available on the website regarding the treatment of ADHD using homeopathic methods. Based upon the particular study that was shown, there is no conclusive evidence that homeopathic treatments are effective in controlling or eliminating ADHD. I would rate this website a four in terms of its content. Were it to give resources on educational applications I would probably give it a five. 2. []

This website is sponsored by the National Institute of Mental Health. It offers much the same type of information as the U.S. National Library of Medicine site. However, there is a great deal more attention paid to educational resources as well as to the medications, and their side effects, that are used to treat ADHD. One of the best sections on the homepage is titled “How can I work with my child’s school?” For parents whose child suffers from ADHD, this is a hugely important question. For that and for the other educational resources, I rate this resource a five. 3. []

This link leads the reader to an article, //Mental Health in the United States: Prevalence of Diagnosis and Medication Treatment for Attention-Deficit/Hyperactivity Disorder --- United States, 2003,// that is full of statistics about the numbers of diagnosed school-aged children with ADHD and the numbers of those children who are on stimulant medications for treatment of ADHD. What stood out in this article is that there are roughly 2.5 million school-aged children in the United States that are taking stimulants to control their ADHD. However, the article states that there are concerns about the side effects of those stimulants and the long-term effects on those taking them. If there are nearly 50,000 students per state (based on dividing the total number of students taking stimulants by 50) taking possibly risky medications, teachers must be aware of these medications and their side effects in order to react appropriately in the classroom. I would rate this resource a four for its eye-opening statistical data. 4. []

I really like this website because it is geared toward kids so that they can understand what ADHD is and, if they have been diagnosed with ADHD, what they can do about it. The site is not written in technical, medical jargon but in plain English so that kids can easily follow the flow of information. I specifically like one section of the site, which is labeled “for teens”, because it answers specific questions a teenager with ADHD might have. For example, one link is titled “Getting Along With Your Teachers” while another is called “Is My ADHD Medication Affecting My Sleep?” There are tabs at the top of the page labeled “For Parents”, “For Kids”, and “For Teens”. The site is sponsored by TeensHealth and, for its focus on helping kids and their families, I rate this resource a five. 5. []

This is the homepage for CHADD, Children and Adults with Attention Deficit/Hyperactivity Disorder. As opposed to the site that was sponsored by TeensHealth, which was more about informing students and parents who were new to the world of ADHD, CHADD’s site is a place where people can find support from others who are struggling with the same issues. There are links for parents, adults with ADHD, volunteers, and professionals. In addition, there are links that visitors to the site can access that provide opportunities to become involved in the support network. I also like that they provide parent training that is led by parents who have been through, or are going through presently, ADHD. I give this site a five rating because its focus is on support rather than simply informing. 6. []

Since there is so little known regarding the causes of ADHD, any new information that may lead researchers to understanding and perhaps preventing ADHD from occurring is valuable. The article that has been linked to here does just that. In a study conducted by an anesthesiologist, children under the age of three who have been exposed to anesthesia more than two times are at a much higher risk of developing ADHD than children who have not been exposed. I find this fascinating. Perhaps this discovery will lead to a better understanding of ADHD, its origins, and effective methods for preventing or slowing its onset. Just for the extremely narrow and theoretical focus, I rate this article a three. However, I still feel that it is a good resource for understanding ADHD. 7. []

This is a great website for teachers who have students with ADHD. It provides practical adaptations that can be implemented in the classroom to help students with ADHD succeed in public school. There are links for both elementary and secondary students as well as links to the ADD/ADHD Information Library and to research involving medications. In addition, teachers can share their own ideas as well as comment on the effectiveness of the adaptations presented on the site. I would rate this resource as a four for its practical value for teachers. 8. []

This website is focused on the testing of ADHD and, specifically, the faultiness of those tests. The site claims that the tests used are not scientifically based and are therefore inconclusive and inaccurate in diagnosing ADHD. Additionally, the site claims that the process for getting ADHD listed as a mental disorder in the DSM was inappropriately handled. I give this resource a three rating. I would rate it higher except for its thinly veiled sarcasm. The information provided may very well be correct but the manner in which it is presented is somewhat divisive.


 * Community-Based Learning Project**
 * January 30, 2012**

**Athenian Oath **


 * Lesson Title: ** When In Athens…
 * Materials **: The students will need to be supplied with a copy of the Athenian Oath to take home and read prior to discussion in class. Students should also have paper and a writing utensil for taking notes on the discussion.

a. **Focus & Purpose**: The purpose of this lesson is to engage students in an interactive dialogue to expose them to Athenian culture and history. The lesson will also give the students practice at analyzing primary sources. b. **Objectives**: Given the students’ prior exposure to the Athenian Oath, students will be able to identify facts within the document. Given the answers to the Factual questions, students will be able to interpret, using facts from the document. Given the issuance of Evaluative questions, students will be able to develop their own feelings about the document. c. **Oregon Content Standards**: **HS.10.** //Evaluate an historical source for point of view and historical context//. **HS.25.** //Describe elements of early governments (i.e., Greek, Roman, English, and others) that are visible in United States government structure//. **HS.34.** //Explain the responsibilities of citizens (e.g., vote, pay taxes)//. **HS.63.** //Engage in informed and respectful deliberation and discussion of issues, events, and ideas//. d**. Instructional Strategy**: The instructional strategy used for this lesson is Seminar Discussion. Since the goal of the lesson is to get students to openly discuss and analyze the document, Seminar is the most appropriate method. e. **Teaching to Diverse Learners**: i. For this lesson, the Linguistic, Interpersonal, and Intrapersonal Intelligences will be activated. Linguistic will be activated during the discussion in which the students will be active participants. Interpersonal will be activated as the students interact both with the teacher and with each other. Intrapersonal will be activated at the students reflect inwardly on their own feelings and opinions about the document. ii. From Bloom’s Taxonomy, students will gain Knowledge (identify), Comprehension (interpret), and Synthesis (develop). Students will identify facts from the oath, interpret the oath using the facts, and develop their own opinions and feelings based on their interpretation. iii. Students for whom speaking publicly is a challenge, based on a diagnosed medical issue, would be allowed to hand in written copies of their responses to the questions posed in class. Also, the questions could be repeated using different wording to ensure that all students understand what is being asked. **//For the student in class who has been diagnosed with dyslexia, the student will be given the option of having a parent read the document to him or her at home. Otherwise, the reading will not be required to be done prior to class. Additionally, the document will be read aloud by the teacher prior to the beginning of the class discussion. Finally, the student’s oral responses will accepted in place of a written submission as the dyslexia also affects the student’s writing significantly.//**
 * Part I: Rationale: **

a. **Anticipatory Set**: When class begins, have the students say the Pledge of Allegiance (if any are unwilling to say it for personal or religious reasons, that is ok). Ask them if they have ever considered what the Pledge means. Ask them if they know what a pledge is. Finally, ask them what they had to do to be citizens of the United States (or of another country if there are any exchange students). This will lead them into the discussion of the Athenian Oath. b. **Discussion**: <span style="font-family: 'Times New Roman','serif';">i. **Factual Questions**: What two things does the oath-taker vow to fight for? Who does the oath-taker call to be his witness? How will the oath-taker “transmit” the fatherland? What does it mean to transmit? What are magistrates? What are some oaths taken in our society in which God is invoked? <span style="font-family: 'Times New Roman','serif';">ii. **Interpretive Questions**: What is important to the ancient Athenians? What does the oath suggest about the role of a citizen? Do you sense that the oath allows for freedom of speech? What are some similarities in what Americans believe and what the ancient Greeks believed? What are some differences? <span style="font-family: 'Times New Roman','serif';">iii. **Evaluative Questions**: What does it mean to you to “fight for things sacred and things profane”? Would you take an oath like this in order to be a citizen? Why or Why not? Would you take an oath like this to keep something you are passionate about? <span style="font-family: 'Times New Roman','serif';">c. **Closure**: Once the discussion is over, refer the students back to the Pledge of Allegiance. As homework, they are to think about the Pledge of Allegiance in light of the discussion on the Athenian Oath and write how they feel about saying the Pledge after the analysis of the Oath. Their homework submission should be handwritten and no more than one page in length.
 * <span style="font-family: 'Times New Roman','serif';">Part II: Procedure: **

<span style="font-family: 'Times New Roman','serif';">Alan, the student with the diagnosed case of dyslexia, is extremely intelligent and has a photographic memory. His ability to analyze documents is very high. His struggle is simply to read the material. Once he knows what the material says or is asking him to do he submits excellent work. This particular lesson is very good for Alan because it allows him to utilize his analyzation skills while not being placed in the situation where he must read out loud or be left to himself to figure out what the material says. His IEP says that it is necessary for Alan to experience success so that he does not become discouraged by his disability. This lesson caters to Alan’s strengths while minimizing the affects of his disability. The following are resources that the family and/or the student can access for help or support for those with dyslexia.

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This website provides corrective options, materials, career training, and encouragement for those with dyslexia.

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This website is sponsored by the International Dyslexia Association. Their motto is “promoting literacy through research, education, and advocacy.” It has resources for parents, teachers, and students.

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This is website designed for kids with dyslexia. It is designed to help them understand what is going on and what they can do to work through the obstacle.

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This site gives parents information about symptoms, solutions, testing, teaching, and accommodations their child may need in the classroom. It is important that parents be knowledgeable so that they can properly advocate for their child. This site helps them do just that.