Educators, medical professionals and administrative officers engaged in the fields of slow learning, learning disability (LD) and attention deficit hyperactivity disorder (ADHD) on Sunday unanimously agreed that sensitization of regular teachers accompanied by continued support from the education department through policy-making, creation of resource rooms and provision of special educators will go a long way in community management and progress of children with these disabilities.
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PANAJI
At the seminar on ‘Learning Disability and Attention Deficit Hyperactivity Disorder’, a wide range of topics were discussed at length by some of the leading experts in the field including Dr Nagraj Honnikeri, Giselle Lobo, Dr Marie Connie D’Souza of IPHB, Dr Marita Adam, Purva Mandalik, Dr Ravindra Agarwal of Antarman and Aileen D’Souza.
The seminar was hosted by Antarman, Goa State Commission for Protection of Child Rights and Psychiatric Society of Goa in association with Sethu.
ADHD is a neuro-developmental disability wherein the neurotransmitter dopamine is affected leading to delayed formation of neurotransmission pathways. Children with ADHD have difficulty in creating a functional roadmap to achieve targets and they lose sight of their goal quickly.
While ADHD can be managed through monitoring, treatment, evaluation and detailed diagnosis, majority of the experts and teachers rued that help is scarce.
Process of getting help for LD and ADHD would involve identification of the problem by the teacher and the parents, response from the teacher through remedial intervention and monitor for at least six months while simultaneously mapping the progress of the child. If the child does not show considerable progress, the school may then refer the child for an assessment.
“Sensitization of regular teachers is the need of the hour. Every school needs one teacher trained under an expert or a mentor for at least a week to a month to remediate. This teacher need not be a special educator and can be a regular teacher who is trained to impart basic remedial teaching," Dr Adam stated. Dr D'Souza pointed out further that inclusive education is possible and that it all boils down to how a teacher interacts with the child in a class because the other children copy that behavior towards the child. At present, at the Bachelor of Education and Diploma in Education courses, individualized educational plans and remedial teaching are not focused upon, except under a small module. It is only at the special courses that these crucial issues are dealt with comprehensively. It was observed that such children are seen as liabilities and at the moment, schools are not equipped with the facilities required to take care of the specific needs of such children. Lack of resource rooms and social educators continues to plague the progress of these children. It was also pointed out that several children are referred to the IPHB for assessment as late as in St VIII and IX. Besides, the gathering also pleaded the authorities for speedy implementation of the special education scheme, which is still in the pipeline. Dr Honnikeri informed that the financial burden that the new draft will lay on the government treasury is a major hurdle as the outlay for the new scheme is at least thrice the size of that allocated to the old one. "Development disorders require continuous support from the education department of the state government through resource rooms and special educators," Dr Adam said.
WHAT IS ADHD?
Attention Deficit Hyperactivity Disorder is a common behavioral disorder in school-age children. Kids with ADHD act without thinking, are hyperactive, and have trouble focusing. They may understand what’s expected of them but have trouble following through because they can’t sit still, pay attention, or focus on details. Their behaviours intefere with school and home life.
