We are told that the percentage of pupils with AD/HD hovers from four to seven percent of the total population, but we, as teachers in an Open School and a Kibbutz-based school, know that figure to be conservative. In the religious school system, there is a tradition of slightly more respect for authority, and perhaps within that sector, the estimated percentage is more accurate.
Facts are clear in all educational institutions: more and more children with AD/HD are being integrated into regular classrooms and they are most certainly affecting the balance and nature of our learning groups. The Ministry of Education recommends heterogenity in classes, based on psychological studies. The trend is to integrate as many diverse learning styles as possible within the main system. This may be a good idea, theoretically, however, together with increasing class size, our teachers are struggling to cope.
Many teachers have no background in dealing successfully with such large classes, and most have no education as to the nature of AD/HD or the other special needs of their learners.
There are subsidiary programs in certain schools. These programs are open to a few individuals and consist of weekly meetings with a psychological therapist, a social worker, or an expressive therapist. However, we wonder how effective these sessions truly are, when a pupil is taken out of a lesson, missing segments of the curriculum which will have to be studied at a later point. The techniques offered in therapy seldom provide concrete tools for coping within the system, and worse, leaving the other students in order to receive this special treatment often exacerbates the student's sense of exclusion.
In combing the field for what does work for pupils with ADHD, we have come up with a few suggestions. First of all, for the teacher facing a large cumbersome class, we prescribe First Aid, in the form of techniques, tools and methods to better deal with the class. We have gathered techniques to be used to relax the pupils; tools for offering pupils with AD/HD what they need; and ways to neutralize the effect of their impulsivity before it infringes upon the flow of the lesson.
We have found from our research that through integrating the arts, we can give teachers valuable methods, often non-verbal, that offer new options to the entire class, and especially to the pupils with AD/HD. We have found that through integrating the arts, pupils are given the chance to express themselves, often from a place of confidence and creativity, allowing them the chance to offer their unique perceptions of life in a carefully defined framework.
In-class:
We suggest stepping away from the frontal framework of lessons. Through careful design, the use of working groups or pairs can be far more productive. A "U-shaped" seating plan or a circle successfully increases teacher/student accessibility, and allows for all-important eye-contact
Stepping out of the Classroom
It is important to vary the learning environment. This includes lesson structure and the physical location, itself. If the framework is maintained, and firm, consistent rules are enforced, the pupils will continue to feel safe and secure, and be open to new experience with a more attuned attitude.
The Pupil, him/herself
We have seen that the child requires early recognition of brain wiring differences, and then diagnosis and remedial steps to help him/her cope within the usual societal structure. For this reason, it is important to work one-on-one with a child with AD/HD in order to determine the dominant mode of operation. We have seen that by developing a specific talent, there is a never ending influence on an individual's life, in all its aspects. We have also seen that when a child is encouraged to concentrate on something s/he loves, this influences other learning abilities. We have seen in the research done, that expressing oneself through art has acted as a vehicle for rescuing an individual's life.
A sensitive care-giver can encourage a child to look for that unique talent.
For similar reasons, we recommend that small groups of pupils be taken out of the larger classroom in order to receive more personal attention. We have seen this in the case of non-readers, and in gifted pupils, among others.
Education
The entire school system must be educated in the matter of AD/HD- what it is and what it isn't. If AD/HD is treated as an unknown nuisance, it will grow in repercussions. If, however, teachers and administrators are educated to know what exacerbates the symptoms of AD/HD and what can be done to stimulate these pupils to excel, a new feeling of empathy will develop. We expect to see the stigma of having AD/HD removed from our education system via intensive education of our educators. We want to witness a positive message sent out to pupils, their parents and eventually to the whole of society. Society as a whole will truly benefit.
Programs to be used in Schools
The programs that we recommend relate to working with individuals, small groups and within the fully integrated classroom. Our suggestions meet the needs of pupils with AD/HD, and at the same time, allow for a positive learning environment in the whole class.
We look forward to the day when teachers relax and enjoy teaching. Our programs guarantee enjoyment for pupil and teacher alike.
Let us begin to celebrate education in the way that Elliot Eisner has advocated for over twenty years.
"Celebration connotes joy, ceremony, something special in experience. Celebrations are events we look forward to, occasions we prize. The celebration of thinking suggests honoring and joy in a process we all consider central to education."(Eisner, 1998)