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ADHD OR GIFTEDNESS: HOW DO YOU KNOW THE DIFFERENCE

ADHD OR GIFTEDNESS: HOW DO YOU KNOW THE DIFFERENCE. MELISSA SIMPSON DESLIE THOMAS.

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ADHD OR GIFTEDNESS: HOW DO YOU KNOW THE DIFFERENCE

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  1. ADHD OR GIFTEDNESS: HOW DO YOU KNOW THE DIFFERENCE MELISSA SIMPSON DESLIE THOMAS

  2. “Howard's teachers say he just isn't working up to his ability. He doesn't finish his assignments, or just puts down answers without showing his work; his handwriting and spelling are poor. He sits and fidgets in class, talks to others, and often disrupts class by interrupting others. He use to shout out the answers to the teachers' questions (they were usually right), but now he day-dreams a lot and seems distracted. Does Howard have Attention Deficit Hyperactivity Disorder (ADHD), is he gifted, or both?” (Latimer)

  3. Many people see giftedness and ADHD as mutually exclusive. They do not understand that when a child is diagnosed with ADHD, he or she may still benefit from a talented and gifted program. For such a child, this program can be very useful and influence the child’s life. To fully comprehend what needs to be done to help, parents and teachers need to know the characteristics of ADHD and “giftedness.” Then they can support, assist, and find the curriculum that will meet the child’s needs.

  4. Definitions of Giftedness and ADHD • Characteristics to determine professional evaluation • Characteristics of gifted ADHD children vs. normal ADHD children • ADHD vs. Giftedness Characteristics • What Teachers and Parents Can Do To Help • Curricular Needs

  5. GIFTEDNESS “High intellectual abilities or potential, rather than specific accomplishments. Most commonly depicted as having exceptional abilities or potential for learning and problem solving.” ADHD “A condition (mostly in boys) characterized by behavioral and learning disorders. A disorder in which hyperactivity is present.”

  6. The 14 diagnostic characteristics are as follows: 1. often fidgets with hands or feet and squirms in seat 2. has difficulty remaining seated when required to 3. is easily distracted by extraneous stimuli 4. has difficulty awaiting turns in games or group situations 5. often blurts out answers to questions before they have been completed 6. has difficulty following through on instructions from others 7. has difficulty sustaining attention in tasks or play activities 8. often shifts from one uncompleted activity to another 9. has difficulty playing quiet 10. often talks excessively 11. often interrupts or intrudes on others 12. often does not seem to listen to what is being said to him or her 13. often loses things necessary for tasks or activities at school or at home 14. often engages in physically dangerous activities without considering possible consequences.

  7. CONCLUSION • Howard needs a professional evaluation to determine whether he has giftedness or ADHD. • The first step in helping a child is observing the characteristics for a period of time and which settings they display those characteristics. • Teachers and parents need to cooperate with one another and set curricular standards that the student will benefit from. • Children need the best support from parents and teachers. • Having an unmet learning need can make growing up even harder for a child.

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