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	<title>School of Educators &#187; ADHD</title>
	<atom:link href="http://schoolofeducators.com/category/adhd/feed/" rel="self" type="application/rss+xml" />
	<link>http://schoolofeducators.com</link>
	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Emergency Visual Cards for Children with Autism</title>
		<link>http://schoolofeducators.com/2012/03/emergency-visual-cards-for-children-with-autism/</link>
		<comments>http://schoolofeducators.com/2012/03/emergency-visual-cards-for-children-with-autism/#comments</comments>
		<pubDate>Wed, 28 Mar 2012 01:30:30 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Photographs]]></category>
		<category><![CDATA[Special educational needs]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3965</guid>
		<description><![CDATA[Emergency Visual Cards for Children having Autism/Communication Difficulties The emergency visual cards are helpful in teaching children with communication difficulties how to communicate during an emergency. These images can be made into laminated cards which can be used by Firefighters, Police and/or Paramedics to help anyone with communication difficulties during an emergency. These cards can help people of all ages who have difficulty communicating: eg. speech delays, Autism, Down`s Syndrome, Angelman`s Syndrome, Cerebral Palsy, Aquired Brain Injury, Strokes, Parkinson`s, Alzheimer&#8217;s, Dementia, etc. The Emergency Visual Communication Cards can be laminated with Vecro attached and stored in a binder or mini-binder. These laminated cards can be put on a key chain / carabineer which can attach to a belt loop for easy portability. -by Marion (Ontario, Canada)  ]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Wonderful Book on Dyslexia</title>
		<link>http://schoolofeducators.com/2012/01/wonderful-book-on-dyslexia/</link>
		<comments>http://schoolofeducators.com/2012/01/wonderful-book-on-dyslexia/#comments</comments>
		<pubDate>Tue, 31 Jan 2012 13:29:55 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Books]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[book on dyslexia]]></category>
		<category><![CDATA[inclusive education]]></category>
		<category><![CDATA[school]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Wonderful Book on Dyslexia]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=3183</guid>
		<description><![CDATA[]]></description>
		<wfw:commentRss>http://schoolofeducators.com/2012/01/wonderful-book-on-dyslexia/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>Printed Version of Journal</title>
		<link>http://schoolofeducators.com/2011/01/printed-version-of-journal/</link>
		<comments>http://schoolofeducators.com/2011/01/printed-version-of-journal/#comments</comments>
		<pubDate>Sat, 15 Jan 2011 07:04:36 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[Academic resources]]></category>
		<category><![CDATA[Accreditation]]></category>
		<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Power point Presentations]]></category>
		<category><![CDATA[Principal]]></category>
		<category><![CDATA[Report Card]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2389</guid>
		<description><![CDATA[“School of Educators” India’s No. 1 Journal for the empowerment of educators now in printed version with DVD.  The latest volume was Launched by Sh. Shatrughan Singh, IAS &#8211; Sp. Sec. Prime Minister , Mr. Alok Nigam , IAS , Jt. Sec. Finance , Mr. Vineet Joshi , IAS , Chairman CBSE and Chief Editor SOE – Mr.  Vishal Jain . The Journal was also greatly appreciated by Chief Minister of Haryana Sh. Bhupinder Singh Hooda . We strongly recommend that your school register with us for a multiple subscription of SOE (one each for the library, staff room and principals office) or a whole faculty subscription i.e. one copy per teacher. This will enable your teachers to be well informed about the latest innovations and trends in the world. Limited period introduction offer:   Duration Issues Amount Offer   1 Year 4 ( Quarterly ) 1200 Wallet Free   2 year 8 2400 Wrist Watch Free   5 years 20 6000 MP3 Player Free   Please send Cheque / DD in favour of “School of Educators” Payable at Meerut ( U.P.) India Name _____________________________________ Address ______________________________________________________________________________ _____________________________________________________________________________________City ______________________________________   Pin _________________ Email _________________ Mobile ___________________________________ Regards, Ranjana K. 0-87555-30428 , 87555-30427 soe@school-college.com School of Educators Behind HDFC Bank W.K.Road ,Meerut. (U.P.) Note : As per affiliation by-laws it is mandatory to subscribe periodicals/Journals for Teachers]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>ADHD Diagnosis</title>
		<link>http://schoolofeducators.com/2010/09/adhd-diagnosis/</link>
		<comments>http://schoolofeducators.com/2010/09/adhd-diagnosis/#comments</comments>
		<pubDate>Tue, 28 Sep 2010 07:12:24 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[ADHD Diagnosis]]></category>
		<category><![CDATA[adhd in children]]></category>
		<category><![CDATA[alternative treatment]]></category>
		<category><![CDATA[Behavior Modification]]></category>
		<category><![CDATA[brain development]]></category>
		<category><![CDATA[Brain Training]]></category>
		<category><![CDATA[concentration]]></category>
		<category><![CDATA[Disorders that Sometimes Accompany ADHD]]></category>
		<category><![CDATA[food additives]]></category>
		<category><![CDATA[girls adhd]]></category>
		<category><![CDATA[homework]]></category>
		<category><![CDATA[IDEA imaging]]></category>
		<category><![CDATA[iron Medication]]></category>
		<category><![CDATA[Parenting]]></category>
		<category><![CDATA[positive reinforcement]]></category>
		<category><![CDATA[school children]]></category>
		<category><![CDATA[summer activities]]></category>
		<category><![CDATA[Treatment]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2316</guid>
		<description><![CDATA[Some parents see signs of inattention, hyperactivity, and impulsivity in their toddler long before the child enters school. The child may lose interest in playing a game or watching a TV show, or may run around completely out of control. But because children mature at different rates and are very different in personality, temperament, and energy levels, it’s useful to get an expert’s opinion of whether the behavior is appropriate for the child’s age. Parents can ask their child’s pediatrician, or a child psychologist or psychiatrist, to assess whether their toddler has an attention deficit hyperactivity disorder or is, more likely at this age, just immature or unusually exuberant. ADHD may be suspected by a parent or caretaker or may go unnoticed until the child runs into problems at school. Given that ADHD tends to affect functioning most strongly in school, sometimes the teacher is the first to recognize that a child is hyperactive or inattentive and may point it out to the parents and/or consult with the school psychologist. Because teachers work with many children, they come to know how “average” children behave in learning situations that require attention and self-control. However, teachers sometimes fail to notice the needs of children who may be more inattentive and passive yet who are quiet and cooperative, such as those with the predominantly inattentive form of ADHD. Ideally, the diagnosis should be made by a professional in your area with training in ADHD or in the diagnosis of mental disorders. Child psychiatrists ...]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Suggested Classroom Interventions For Children With ADD &amp; Learning Disabilities</title>
		<link>http://schoolofeducators.com/2010/09/suggested-classroom-interventions-for-children-with-add-learning-disabilities/</link>
		<comments>http://schoolofeducators.com/2010/09/suggested-classroom-interventions-for-children-with-add-learning-disabilities/#comments</comments>
		<pubDate>Sat, 18 Sep 2010 06:59:43 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[add]]></category>
		<category><![CDATA[Ideas for Attention Deficit Children]]></category>
		<category><![CDATA[Learning Disabilities]]></category>
		<category><![CDATA[Strategies for Cognitively Impulsive Children]]></category>
		<category><![CDATA[Suggested Classroom Accommodations for Specific Behaviors]]></category>
		<category><![CDATA[Suggested Classroom Interventions For Children With ADD]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2314</guid>
		<description><![CDATA[Children with attention deficit disorder and/or learning disabilities can be a challenge for any classroom teacher. This page provides some practical suggestions that can be used in the regular classroom as well as the special education classroom. By looking through a given list of interventions, a teacher will be able to select one or more strategies that are suited to a specific child in a specific environment. Ideas for Attention Deficit Children Children whose attention seems to wander or who never seem to &#8220;be with&#8221; the rest of the class might be helped by the following suggestions: Pause and create suspense by looking around before asking questions. Randomly pick reciters so the children cannot time their attention. Signal that someone is going to have to answer a question about what is being said. Use the child’s name in a question or in the material being covered. Ask a simple question (not even related to the topic at hand) to a child whose attention is beginning to wander. Develop a private running joke between you and the child that can be invoked to re-involve you with the child. Stand close to an inattentive child and touch him or her on the shoulder as you are teaching. Walk around the classroom as the lesson is progressing and tap the place in the child’s book that is currently being read or discussed. Decrease the length of assignments or lessons. Alternate physical and mental activities. Increase the novelty of lessons by using films, tapes, ...]]></description>
		<wfw:commentRss>http://schoolofeducators.com/2010/09/suggested-classroom-interventions-for-children-with-add-learning-disabilities/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<item>
		<title>Volume 3 Month 4 Day 9- On Learning Difficulties</title>
		<link>http://schoolofeducators.com/2010/04/volume-4-month-4-day-9-on-learning-difficulties/</link>
		<comments>http://schoolofeducators.com/2010/04/volume-4-month-4-day-9-on-learning-difficulties/#comments</comments>
		<pubDate>Fri, 09 Apr 2010 03:45:08 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Learning barriers]]></category>
		<category><![CDATA[Special educational needs]]></category>
		<category><![CDATA[attention deficit hyperactivity disorder]]></category>
		<category><![CDATA[brain]]></category>
		<category><![CDATA[learning difficulties]]></category>
		<category><![CDATA[school children]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2071</guid>
		<description><![CDATA[  What are &#8216;Learning Difficulties&#8217;? Today, a large number of schools and institutions across India are sensitive to the fact that 15 percent of all school-going children have some degree of learning difficulties. According to the Canadian Association for Children and Adults with Learning Disabilities: Learning Disabilities or Difficulties, is a generic term that refers to a heterogeneous group of disorders due to identifiable or inferred central nervous system dysfunction. Such disorders may be manifested by delays in early development and/or difficulties in any of the following areas: attention, memory, reasoning, co-ordination, communicating, reading, writing, spelling, calculation, social competence and emotional maturation. Learning Difficulties are intrinsic to the individual and may affect learning and behaviour in any individual, including those with potentially average, average or above average intelligence. Implicit in most definitions of learning difficultieswould be a discrepancy between what the child is actually learning &#8211; based on his present achievement &#8211; and what the child ought to be learning according to &#8216;normal&#8217; developmental standards &#8211; as estimated using different systems of measurement. It is important to understand that these children have to be assisted in dealing with academic learning not because they are deficient in any general sense, but because our academic system depends on and recognizes only certain types of performance as an indication of scholastic achievement. At this point, it would be appropriate to mention that the term &#8216;learning difficulty&#8217; as opposed to &#8216;learning disability&#8217; is a more acceptable term because the child is perceived to have ...]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Volume 3 Month 3 Day 16 Developing Concentration Skill in Students</title>
		<link>http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-students/</link>
		<comments>http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-students/#comments</comments>
		<pubDate>Tue, 16 Mar 2010 04:00:20 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Learning barriers]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[concentration in school students]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2048</guid>
		<description><![CDATA[  Concentration is a very important skill for a child, because it provides an ability to focus, drive away distractions and help control momentary impulses that act as obstacles for normal attention and focusing. A child’s ability to concentrate depends on several issues like his or her commitment, enthusiasm for the task, skill at doing the task, his or her emotional and physical state and surrounding environment. However, it is also heartening to note that children do concentrate. Nevertheless, it is always short lived. Low concentration levels are a common problem amongst school going children these days. More and more children are suffering attention disorder, where they find it difficult to focus on a single thing, for too long a time. This creates a problem, especially when a child is expected to focus and further to reflect on their learning. Poor concentration skills make them loose their interest in reflecting on a particular thing. If the children will suffer from poor concentration problem, they would find it very difficult to critically analyze the things and thus, it will hamper their creativity. Children are not born with a high degree of concentration skill. In fact, it is the duty of an effective teacher to teach his or her student the invaluable benefits of developing concentration. In fact, this could be a very tricky and difficult task for any teacher. However, developing and improving the concentration of a child is not an impossible task. With the right type of skills and knowledge, ...]]></description>
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		<slash:comments>0</slash:comments>
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		<title>Volume 3 Month 1 Day 27 &#8211; Neural Trapping: A Brief Remedial Technique for Students with Memory and Attention-related Learning Disorders</title>
		<link>http://schoolofeducators.com/2010/01/volume-3-month-1-day-27-neural-trapping-a-brief-remedial-technique-for-students-with-memory-and-attention-related-learning-disorders/</link>
		<comments>http://schoolofeducators.com/2010/01/volume-3-month-1-day-27-neural-trapping-a-brief-remedial-technique-for-students-with-memory-and-attention-related-learning-disorders/#comments</comments>
		<pubDate>Wed, 27 Jan 2010 16:10:47 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1972</guid>
		<description><![CDATA[Neural Trapping  A Brief Remedial Technique for Students with Memory and Attention-related Learning Disorders. By Robert DePaolo ABSTRACT   This article discusses a remedial method applicable primarily to students with Attention Deficit, but also to students with learning disabilities, autism and other disorders that feature attention and memory deficiencies. It focuses on a fundamental neurological process referred to here as neural trapping.  In describing this process it might help to discuss what happens in the brain when a learner attempts to memorize a cluster of information. When presented with a task or stimulus, the brain tends to be globally activated (Toshikazu, Aichihisa et al 1995). Mass mobilization &#8211; often referred to as the principle of mass action &#8211; enables the brain to consider inputs from central sources and also from the periphery. In effect, its default position is not to focus, but to scan the environment broadly. This is a highly adaptive brain strategy that prepares the individual for “what if” contingencies (Pulvermuller, Birnbaumer et.al 1997). That suggests concentration is not reflexive or “natural“, but must be summoned (Hedlin (2002). In order for it to emerge requires a recruitment process. That process consists of several steps. The first step is for the brain to decide on the importance of a particular stimulus to “justify” excluding all but the relevant stimulus. The second step involves and requires an emotional pre-decision, a sense of urgency, registered within the brain, signifying that the relevant stimulus could have a potential impact on the learner. ...]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Everything about Dyslexia</title>
		<link>http://schoolofeducators.com/2009/03/everything-about-dyslexia/</link>
		<comments>http://schoolofeducators.com/2009/03/everything-about-dyslexia/#comments</comments>
		<pubDate>Tue, 03 Mar 2009 04:04:30 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Books]]></category>
		<category><![CDATA[Inclusive Education]]></category>
		<category><![CDATA[Parents]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=1056</guid>
		<description><![CDATA[Living with the Dyslexic Child   How I help my child master his/her disability.   We have compiled this information to help you understand what dyslexia is and how you, your child and our teachers can provide a positive learning environment that will ensure the success of your child.   Download : 37-common-characteristics-of-dyslexia   ROD Vancouver International College Av. Vallarta 1151 Col. Americana C.P. 44100 Guadalajara, Jalisco, Mexico Tels: 3826-0944 / 3825-4271 Fax: 3825-2051    ]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Learning Disabilities &#8211; Checklist</title>
		<link>http://schoolofeducators.com/2008/09/learning-disabilities-checklist/</link>
		<comments>http://schoolofeducators.com/2008/09/learning-disabilities-checklist/#comments</comments>
		<pubDate>Wed, 17 Sep 2008 13:18:47 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Parents]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Worksheets]]></category>
		<category><![CDATA[children with learning disabilities]]></category>
		<category><![CDATA[learning disabilities adults]]></category>
		<category><![CDATA[learning disabilities definition]]></category>
		<category><![CDATA[list of learning disabilities]]></category>
		<category><![CDATA[people with learning disabilities]]></category>
		<category><![CDATA[types of learning disabilities]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=340</guid>
		<description><![CDATA[What is a learning disability? A child with a learning disability cannot try harder, pay closer attention, or improve motivation on their own; they need help to learn how to do those things. A learning disability, or learning disorder, is not a problem with intelligence. Learning disorders are caused by a difference in the brain that affects how information is received, processed, or communicated. Children and adults with learning disabilities have trouble processing sensory information because they see, hear, and understand things differently.   &#8220;Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.&#8221; (IDEA, 2004) Learning disability is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions, it is not the direct result of those ...]]></description>
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		<slash:comments>4</slash:comments>
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