All children in early childhood classrooms need fostering and motivating environments for learning, but for disabled children, many typical experiences need to be modified to promote their development (Turnbull, A., Turnbull, R., & Wehmeyer, M. ,2010). These modifications can, at times, seem overwhelming to the busy classroom teacher who must consider whether to modify the surrounding, the equipment in the classroom, the supplies, the activities, or the opportunity that the child has in the classroom.
Attention Deficit Hyperactivity Disorder and Behavioral Issues encompass children with a variety of biological or environmental behavioral issues. “Until the child is five to six years old, most physicians will not diagnose them” (Reif, S.,1993). We do see children exhibit these characteristics as early as preschool and kindergarten. Three- or four year old children are less likely to be diagnosed due to their active life style and being easily distracted through play. “The degree to which this behavior is manifested and interferes with skill acquisition is what separates a typical high activity level from one that is dysfunctional. These children are often in constant motion and may not have had adequate practice in basic developmental skill” (Novick, 1991)
Attention Deficit Hyperactive Disorder and Behavioral Disorders encompass characteristics such as: * Cannot attend to any activity for more than a couple of minutes. * Body is in Constant motion * Acts impulsively and does not consider the consequence. * Is easily distracted by sounds and/or visual stimuli * Has difficulty following simple directions * Frequently gets in fights with other children. * Difficulty remaining seated during circle time. * Likes to participate in rough and tumble play. * Crashes into walls, floors, and soft furniture. * Becomes easily