When teachers and parents talk to kids about having ADHD, autism or learning disabilities, they set them up for success

 

Fill in the gaps in the article extract with the words in bold below:

reassurance                     affects               anxiety               yearn                  empowered                    valid

dumb                  superpower                    traits                   appropriate                    misconceptions

Whether a child has ADHD, a learning disability or is autistic, parents of kids with special needs 1. ……… to know what they can do to help. (…) parents ask (…): “How can I help my child make friends?” “What can I do to make sure my child has the skills to be independent?” “How can I boost my child’s self-confidence?” They want to know the key to helping their kids.

There is a simple and effective answer: When kids have a better understanding of the condition that 2. ….… their learning, they tend to have a better self-concept, and they are more likely to feel 3. ………… and motivated (…) . These keys unlock a child’s potential, resulting in better academic performance and better mental health.  (…)

Over the years, I’ve worked with thousands learning disabled students and their teachers. I’ve observed that when enlightened educators, parents or therapists help kids understand the nature and effects of their condition on thinking and learning, this has resulted in a sense of competence and increased confidence— 4. …….. these students carried with them as they encountered (…) more challenging academic tasks. I have seen that when kids understand how and why specialized learning strategies work, they became more invested in their own education, and (…)they experience more success. (…)

Having the “talk” with kids can be 5. …….. -producing for both parents and children. If you want to have this discussion with your child about their learning disability, timing is key. Ideally, have this conversation after a professional evaluation. This provides a framework and 6. ……………. that your concerns are 7. ……… . I would suggest starting with observations: “I’ve noticed you sometimes struggle with reading. Can we talk about ways to make it easier for you?” Remember to frame the issue in a positive light: “Everyone learns differently. Some people learn best by seeing, while others need to hear things explained. You might learn best in a way that’s different from other kids.”

When explaining a new diagnosis, use age-8. ……….  language. (…)

Like many kids with ADHD or a learning disability, your child may have developed a negative assessment of themselves, saying things such as “I’m 9. …….. ” or “I’m broken.” And during the talk, you can address these 10. ………. by using the results of evaluations to help make your point. “Remember that Dr. S said you were really great with tasks that allowed you to see or touch, like puzzles? He said you did so well, it’s kind of your 11. …………. . (…)

Ultimately, be patient and understanding, as this is a lifelong journey. Along the way, you can focus on your child’s progress, rather than on perfection.

In order to read the whole article, go to:  https://www.scientificamerican.com/article/neurodivergent-kids-flourish-when-theyre-taught-how-their-brains-work/

Key: 1. yearn; 2. affects; 3. empowered; 4. traits; 5. anxiety; 6. reassurance; 7. valid; 8. appropriate; 9. dumb; 10. misconceptions; 11. Superpower

Glossary

• neurodivergent person – refers to a person on the autism spectrum or, more generally, to someone whose brain processes information in a way that is not typical of most individuals
• to yearn – to have an earnest or strong desire; long
• invested – having an interest in something as a result of a commitment
• to self-advocate – to speak for yourself and what is important to you
• emcee – the person who serves as the host of an event by introducing performers, speakers, or other participants

 

Practice makes perfect

Watch the video and choose the right summary of it:

 

1. In the video, the impact of attention on cognitive functions is discussed in depth. The speaker delves into the role of the frontal area in filtering information during attention tasks. The experiment conducted sheds light on how the brain processes information when paying attention overtly and covertly.

2. In the video, attention is explored in terms of both overt and covert ways. The speaker discusses how our brain filters information to direct our focus. A computational neuroscientist explains the importance of brain patterns in building models for computers. The experiment conducted to study brainwave patterns when paying overt and covert attention is detailed.

3. In the video, it’s revealed that attention can only be directed through overt means using eye movements. The computational neuroscientist suggests that choosing the wrong brain patterns can lead to incorrect therapies. The experiment focused on brainwave patterns when paying attention to flickering squares. Interestingly, the frontal part of the brain acts as a filter to process information from the attended square.

Key: 2

 

Word formation

1. She’s completely lacking in ……………………. . [CONFIDENT]

2. There’s a substantial ………….. of opinion within the party. [DIVERGENT]

3. The position of current employees has been …………. by the new regulations. [POWER]

4. I admire his …………. of speech. [FLUENT]

5. Your ……………. in this matter has been invaluable. [INVEST]

6. These homework ………….. are not difficult. [ASSIGN]

7. She made an ……………. speech. [IMPRESSION]

 

Key: 1. confidence; 2. divergence; 3. empowered; 4. fluency; 5. investment; 6. assignments; 7. impressive

 

Watch and revise!

Empowering Neurodivergent Kids.

Understanding Their Superpowers.

https://www.cloud.worldwideschool.pl/index.php/s/zFd3m6dgaWPqGQi

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