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Teaching_in_a_Diverse_World_Task_2__1_.docx EFP1 Teaching in a Diverse World - EFP1 Tas

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Teaching_in_a_Diverse_World_Task_2__1_.docx EFP1 Teaching in a Diverse World - EFP1 Task 2 Western Governors University Teaching in a Diverse World The United States continues to increase i ... n diversity. The backgrounds and experiences of students as well as educators makes the classroom a great place to be. In order for the needs of children to be met, it is imperative that educators continue to educate themselves with diversity. This paper will address two specific groups of diversity and the importance of including it in education. The two groups are children with Attention-deficit Hyperactivity disorder and English language learners. A1: Children with Attention-deficit Hyperactivity disorder The first group that will be discussed is children in the special needs department. A specific special need is children with Attention-deficit Hyperactivity disorder, known better as ADHD. This is a topic that I hold dear to because my son is affected by this disorder. This disorder is a chronic â€œcondition of the brain that makes it hard for children to control their behavior. (Boyse, 2009). Having a short attention span, being impulsive and being hyperactive are some of the symptoms associated with ADHD. They can have a difficult time staying still, lack self-control and can have difficulty focusing as well. According to a 2016 survey, the estimated number of children in the United States to be diagnosed with ADHD is 6.1 million. Boys are more likely to be diagnosed with ADHD than girls. (CD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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