By Remediana Dias
To learn effectively, we must attend to what we wish to learn. Unless the attention span is long enough to consign what we have heard to long term memory, what we are told is often quickly forgotten, and therefore new skills come slowly.
There is an organic cause known as ‘Attention Deficit Disorder’ (ADD) to poor attention and learning. US studies estimate it to be 3-4 times more prevalent in boys and affecting 3-5% of children. Recognised in North America, Australia, UK and other developed parts of the world, yet virtually unheard by some schools in the UAE.
The cause is not precisely known, but is most likely a genetic deficiency of certain brain chemicals. More importantly for people with learning difficulties we now know that there is an estimated 30% overlap between that and ADD/ADHD. Indeed some people believe that attentional problems are at the root of dyslexia.
The main signs are:
Inattention:Â A short attention span, distractibility, difficulty in concentrating particularly on familiar or boring tasks, starting or finishing work and understanding lengthy instructions.
Hyperactivity: always ‘on the go’, fidgety, restless, they may talk loudly and excessively and fill their time with unnecessary activity.
Impulsiveness: Acting without thinking or unable to wait turns, people rush into situation and shift between many uncompleted tasks.
Disorganization: They forget required materials, deadlines and lose belongings. They find it difficult to know how to begin work, despite assistance.
Poor social skills:Â Insensitive to situational demands and others. Impusively they butt into situations, dominate conversations and demand attention, as well as seeming aggressive, argumentative and oppositional.
Everyone does this, up to a point. However in ADD/ADHD this behavior is the rule, not the exception. A difficulty in working in a structured manner when older, coupled with an intrusive and defiant style means that they may have job and relationship problems.
There is no simple sign that a person had ADD. As a person matured and was able to cope better, it used to be thought that children grew out of it. We now know that around two-thirds do not.
There is no cure for ADHD. But effective management programmes have four elements:
•   Education: understanding ADHD and its effects if of the utmost importance, specially the 30% overlap between ADD and dyslexia. Sufferers need to understand that there is a minor neurological dysfunction and the disorder is one of the neurochemistry, not volition or motivation.
•   Behavior management: A structured and consistent environment is paramount. Appropriate behavior and work is swiftly praised and rewarded-anything to avoid destroying fragile self-esteem.
•   Educational assistance: If a child is still in school, modifying existing techniques is useful and helps with problematic areas. Knowing that the ADHD sufferer has difficulties in starting and completing task and presenting working smaller chunks is beneficial.
•   Medication: Medication can have excellent results. Stimulating the underactive portion of the brain, it restores concentration, stops fidgetiness and is the glue that binds the other interventions together.
We are at least two decades behind and we need to change fast. We need to understand that people do not deliberately set out to fail, but an accident of birth or genetics can make life far more difficult for some people. ADD/ADHD is a neurological dysfunction which is recognized as a learning difficult almost everywhere. A decent quality of life is important to everyone, especially the vulnerable, those who had no choice being born just a little different.
