In Chapter One of Brain Matters, Wolfe mentioned possible brain-imaging techniques that are hopefully on the horizon to giving people a closer look in several common disorders. Brain-imaging has already been used to help look at and learn about disorders such as dyslexia. Wolfe said “Another area of great concern to parents and teachers, attention deficit hyperactivity disorder (ADHD), hopefully will also become better understood through brain imaging (14).” This quote got my mind racing. It made me wonder what could potentially change in my classroom if scientists are able to master this brain image and really depict ADHD.
Being a kindergarten teacher, it is rare for a child to come into my classroom in September with a diagnosis of any kind at such a young age. It doesn’t take long for teachers to have an idea of students that may suffer from ADHD in their class. It is fairly common for parents to opt out of medicating their child for ADHD for multiple reasons. My question is, if scientist are able to learn more about the disorder from brain imaging and discover some of the underlying neurological dysfunctions that are linked with ADHD, could this possibly lead to a non-medicated answer for those children suffering from the disorder? Could there possibly be strategies for teachers and parents to use that can benefit the child in a learning environment, other than drugs? Wolfe asks, “Will the day come when educators have ready access to brain-imaging machines to assist them in diagnosing reading or attention problems? (14)” I wonder how much time would be saved each year having access to such information. What decisions as educators would be different? How or would we change our teaching practices? The points Wolfe brought up at the end of the chapter really made me think and reflect on the changes that would be made in not only my classroom, but schools around the world.
Standards 2 & 3