Emne: Og hvad gør man så? Tirs Jul 08, 2008 8:33 am
Når man nu har et barn, der er diagnosticeret med ADHD og som er (mildt) medicineret derfor (og med gavnlig virkning på temperament), hvordan får man så på bedst mulig måde støttet op om intelligensen og virkelysten?
Han er ekstremt argumenterende og diskuterende, så det driver selv den mest tålmodige (mor) person til vanvid fra tid til anden... Han er enormt omsorgsfuld, men på den anden side meget centreret om sig selv. I skolen mener de ikke, at han kan udvise empati, men herhjemme er det stik modsat.
Han har ingen indlæringsvanskeligheder, men problemer med koncentration og regler (som ikke er hans egne).
I (folke)skolen bliver han mødt med delvis forståelse, men skal stadig lave de samme opgaver som resten af klassen. Han skal i 3. klasse efter sommerferien, men læser allerede bøger egnet for 4.-5. klasse. Matematik har han ingen problemer med, når han ellers gider - og efterhånden bliver også hans skrift og stavning flottere og flottere. Han gider ikke øve trivialiteter og er derfor nødt til at stimuleres til skrivning med at skrive historier, som er helt fantastiske, når han fortæller mundtligt, men er under middel, når de skal skrives ned...
Hvordan finder man ind til kernen i et barn, der lukker af, når tingene bliver for komplicerede eller for svære? Hvis man kan sige det uden kritik, så er han et "dovent" barn, der gerne vælger de nemmeste løsninger (og hvem kan sige sig fri for at gøre det af og til?).
Det største problem er at motivere!
Hvordan gør man det bedst?
MVH Mor til 2.
Admin Admin
Emne: Sv: Lad os tale om 2e Tirs Jul 08, 2008 9:20 am
Noget af det vigtigste at forstå, intelligente børn arbejder mentalt hurtigt, kan de noget vil de have noget nyt. Hvis han har nogle interesser, kan han så få lov til at arbejde med det i skolen. Det kunne jo være han kunne holde et mini-foredrag i klassen og få noget tilkendegivelse af læren og de andre elever, det kunne måske give ham lidt empati for de andre elever. Vi ved jo hvad selvtillid kan gøre. Er han perfektionist, når han skal lave noget, hvis han ikke kan første gang, opgiver han. Hvor lang tid har du vidst han er twice-exceptional? Det er hårdt at være mor til intelligente børn og ADHD børn. Jeg føler med dig. Hvad siger skolen til, at han har empati hjemme? Er der mulighed for at han "bare" keder sig? Det med at skrive en historie, kan være svært for intelligente, da de tænker så hurtigt, at de springer ord over uden at vide det. Det er svært at sætte farten ned. Samtidig har nogle af disse intelligente børn svært ved at skille ordene, når de læser. De ser i et større perspektiv når de læser. Når vores sønner på 4 og 5 år f.eks. ser fjernsyn ser de hele billedet og ser alt det der sker bag det der egentligt skal fokuseres på. De ser det hele. Patrick på 5 år ligner også sommetider en dreng med ADHD, men han er utrolig frustreret når han har kedet sig i børnehaven. De forstod ikke han skulle have noget at arbejde med i hovedet. Engang sagde han til os "Det kan godt blive kedeligt at gå at lave tabeller i hovedet på legepladsen". Det må være mental kedsomhed. Jeg håber skolerne en dag får mere viden og forståelse for børn med en god intelligens.
Hun
Emne: Sv: Lad os tale om 2e Lør Jul 12, 2008 8:16 am
Hi
Så vidt jeg ved er min ikke 2e jeg smalet bare alt her pga min datter der er 2e da hun har dysgraphia ;-)
Hun
Emne: Sv: Lad os tale om 2e Lør Nov 07, 2009 12:11 am
Dysgraphia (or agraphia) is a difficulty writing coherently, if at all, regardless of ability to read. People with dysgraphia often can write, and may even have a higher than average IQ, but lack co-ordination, and may find other fine motor tasks such as tying shoes difficult (It often does not affect all fine motor skills). They can also lack basic spelling skills (having difficulties with p,q,b,d), and often will write the wrong word when trying to formulate thoughts (on paper). The DSM IV identifies dysgraphia as a "Disorder of Written Expression" as "writing skills (that) ...are substantially below those expected given the person's ...age, measured intelligence, and age-appropriate education".
Read more: dysgraphia - Types of dysgraphia, Symptoms of dysgraphia, Common problems that are often associated with dysgraphia, Treatment http://encyclopedia.stateuniversity.com/pages/6266/dysgraphia.html#ixzz0Yiq8QhRr
Types of dysgraphia Dyslexic dysgraphia
With dyslexic dysgraphia, spontaneously written work is illegible, copied work is fairly good, and spelling is bad. (dyslexia and dysgraphia appear to be unrelated) Motor dysgraphia
Dysgraphia is due to deficient fine motor skills, poor dexterity, poor muscle tone, and/or unspecified motor clumsiness. Generally, written work is poor to illegible, even if copied by sight from another document. Spatial dysgraphia
Dysgraphia due to a defect in the understanding of space has illegible spontaneously written work, illegible copied work, normal spelling, but normal tapping speed. Symptoms of dysgraphia
A mixture of upper/lower case letters, irregular letter sizes and shapes, unfinished letters, struggle to use writing as a communications tool, odd writing grip, many spelling mistakes (sometimes), pain when writing, decreased or increased speed of writing and copying, talks to self while writing, and general illegibility. Lesser known symptoms of dysgraphia Pain while writing
Many people who are dysgraphic will experience pain while writing. Few people who do not have dysgraphia know about this, because many with dysgraphia will not mention it to anyone. There are a few reasons why pain while writing is rarely mentioned: Sufferers do not know that it is unusual to experience this type of pain with writing. If they know that it is different from how others experience writing, they know that few will believe them. Common problems that are often associated with dysgraphia
Read more: dysgraphia - Types of dysgraphia, Symptoms of dysgraphia, Common problems that are often associated with dysgraphia, Treatment http://encyclopedia.stateuniversity.com/pages/6266/dysgraphia.html#ixzz0YipcULTZ
Hun
Emne: Sv: Lad os tale om 2e Ons Dec 09, 2009 3:18 am
Dyslexia!
The older the child, the more likely he or she is to look surly, angry, or uncooperative, rather than LD. Gifted kids are especially likely to have developed negative emotional reactions to school work, because they are told "you are too smart not to be able to do this" or "I know you can do it, because I've seen you". The problem is that there is no such thing as being too smart to have a learning difference, and a gifted child with LDs may be able to compensate well enough to manage the work sometimes, under optimal circumstances, but not when tired, ill, or preoccupied. For this reason, it is important to rule out learning differences before concluding that a child's school problems are due to a lack of motivation or due to lack of instruction.
Welcome to Neurolearning.com
Our clinic is dedicated to promoting the talents and strengths of all children. An understanding of brain-based differences in learning is an emerging science, but a practical understanding of a child's native strengths and challenges can have a powerful effect on his or her life's course.
We have a special interest in testing and advocating for dyslexic children who are twice-exceptional - or gifted with learning disabilities, and members of the professional advisory board to SENG (Supporting the Emotional Needs of Gifted Children).
About us: http://neurolearning.com/aboutus.htm
Article about stealth dyslexia: http://www.davidsongifted.org/db/Articles_id_10435.aspx
You tube film including a case study: https://www.youtube.com/watch?v=8-h_0fitlrs
Gifted but Learning Disabled: A Puzzling Paradox: http://www.ericdigests.org/1994/paradox.htm
The challenge of the gifted/special needs child: http://www.uniquelygifted.org/challenge.htm
The older the child, the more likely he or she is to look surly, angry, or uncooperative, rather than LD. Gifted kids are especially likely to have developed negative emotional reactions to school work, because they are told "you are too smart not to be able to do this" or "I know you can do it, because I've seen you". The problem is that there is no such thing as being too smart to have a learning difference, and a gifted child with LDs may be able to compensate well enough to manage the work sometimes, under optimal circumstances, but not when tired, ill, or preoccupied. For this reason, it is important to rule out learning differences before concluding that a child's school problems are due to a lack of motivation or due to lack of instruction.
Welcome to Neurolearning.com
Our clinic is dedicated to promoting the talents and strengths of all children. An understanding of brain-based differences in learning is an emerging science, but a practical understanding of a child's native strengths and challenges can have a powerful effect on his or her life's course.
We have a special interest in testing and advocating for dyslexic children who are twice-exceptional - or gifted with learning disabilities, and members of the professional advisory board to SENG (Supporting the Emotional Needs of Gifted Children).
About us: http://neurolearning.com/aboutus.htm
Article about stealth dyslexia: http://www.davidsongifted.org/db/Articles_id_10435.aspx
You tube film including a case study: https://www.youtube.com/watch?v=8-h_0fitlrs
Gifted but Learning Disabled: A Puzzling Paradox: http://www.ericdigests.org/1994/paradox.htm
The challenge of the gifted/special needs child: http://www.uniquelygifted.org/challenge.htm
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