Time, Maturity and the ARTS Can Work with ADHD

In an October 25th Newsday letter to the editor, DonnaRicci,a mother from West Islip  was urgedto medicate her son for displaying attention deficit hyperactivity disorderbehavior by his elementary teachers, school psychologist and schoolofficials.  She resisted: “I would sitthere in tears, never believing it.” She  believed that her son would grow out of itwith time and maturity. He did. With diet, nutrition, and flexible learningstrategies, her son, now 15 thrives. 

She concedes how teacherscan become frustrated with having to discipline students while trying to teachthe required curriculum and how too much is expected of young children.  She asked, “Why must so much be crammed intoa young brain, not developed enough to absorb information on a permanent,sustainable level?” She suggested re-examining the educational system,instead. 


Seven or eight-year-old boysare immature and wild with energy; yet, this is perceived as abnormal behavior?  As a middle school teacher and a mom of an active “speeddemon” son (an observation from his then first grade teacher) I understood, as didshe, how boys need to fidget and move.  WhenI taught 8th grade English, I made sure that some time during aclass session students were given the opportunity to get up and movearound.  Drama strategies facilitated allof my class lessons to insure that students had an opportunity to takeownership of their learning utilizing an  integrated arts praxis pedagogy. A correlation couldbe drawn to improved testing  results on NewYork State ELA scores.

Ross Rosenfeld’s opinionthat some children need more structure is noteworthy; however, Ricci added howsports, music lessons and the like are fundamental in helping train the brainto focus.  Case in point:  “Our son has been taking guitar lessons fortwo years, and his grades have improved significantly.” 

Let’s hear it from you:  Doyou think ADHD behavior  is exaggeratedand overly diagnosed? How does integration of the arts help to encouragelearning?

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