Cell phones have become essential to American culture. Not a day goes by where we don’t see someone with an iPhone or a Samsung in hand. They could be texting, browsing the web, writing a paper, or even the old-fashioned phone call to someone they love. When cell phones don’t work correctly because of bad reception we become frustrated, angry, or even upset that we’ve psychologically lost our biggest connection to the outside world and the culture it offers. For instance, we can no longer clearly hear our loved ones when reception gets bad. We can’t listen to our radio stations, or finish reading that fun online novel. Often times the solution to such a problem is getting a new phone or a new provider. A simple, easy fix that we take for granted
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The aforementioned difficulty in diagnosis or recognition should demonstrate why teacher training is essential to getting students the help they need to be successful. The intent of this essay is to demonstrate that formal training for teachers to recognize disorders like APD is crucial to earlier detection in students, and to more successfully implement modifications and accommodations.
To again paraphrase Paul (2008), a diagnosis of APD is difficult, especially in school age children who can struggle to keep the amount of focus APD testing requires. According to Bamiou, Campbell, and Sirimanna (2006) “management of APD requires a multidisciplinary approach, given the potential impact of APD on listening, communication and academic outcomes.” Teachers should therefore reasonably play a crucial role in the diagnosis of APD in their …show more content…
The complexity of APD symptoms and the equally complex nature of diagnosis described above make it difficult to implement a standardized training. The complexity should encourage teacher training however, not detract from it. Teachers are given the gift of daily interaction. They have the ability to monitor student performance five days a week. They can potentially contribute to earlier detection with some formal training on potential signs to look for, how these signs conflict with other disorders, and how the diagnostic criteria and symptoms of APD can change based on the individual in question.
Another reason for teacher training is the many different modifications required for student success. Like diagnostic techniques, implementation of modifications isn’t cut and dry. Damiou, Campbell, and Sirimanna (2006) suggest several different modifications with examples like environmental or adjustment of building
The aforementioned difficulty in diagnosis or recognition should demonstrate why teacher training is essential to getting students the help they need to be successful. The intent of this essay is to demonstrate that formal training for teachers to recognize disorders like APD is crucial to earlier detection in students, and to more successfully implement modifications and accommodations.
To again paraphrase Paul (2008), a diagnosis of APD is difficult, especially in school age children who can struggle to keep the amount of focus APD testing requires. According to Bamiou, Campbell, and Sirimanna (2006) “management of APD requires a multidisciplinary approach, given the potential impact of APD on listening, communication and academic outcomes.” Teachers should therefore reasonably play a crucial role in the diagnosis of APD in their …show more content…
The complexity of APD symptoms and the equally complex nature of diagnosis described above make it difficult to implement a standardized training. The complexity should encourage teacher training however, not detract from it. Teachers are given the gift of daily interaction. They have the ability to monitor student performance five days a week. They can potentially contribute to earlier detection with some formal training on potential signs to look for, how these signs conflict with other disorders, and how the diagnostic criteria and symptoms of APD can change based on the individual in question.
Another reason for teacher training is the many different modifications required for student success. Like diagnostic techniques, implementation of modifications isn’t cut and dry. Damiou, Campbell, and Sirimanna (2006) suggest several different modifications with examples like environmental or adjustment of building