learning disabilities

[FushinRyu]

I've been having a little problem lately teaching a student in class. he says he has learning disabilities and adhd. there are a lot of problems we've been having with him; he has problems paying attention in class, he can never hold, or even get in a stance in the first placed, and he just doesn't care a bout karate at all, and yet he complains that he doesn't get to do the advanced things. i tell him you have to show us that you know the basics to go further, but all he does is cross his arms and shows attitude... anyone have any tricks to helping this situation?

[JusticeZero]

Other than 'the moment you see attitude start to appear, cut it off at the pass'? Not so much.

[joesteph]

I don't know the age of the student, but he needs the "tough love" approach. Don't explain/try to reason with him about basics before advanced. That scene won't play with him; it will, though, with the parents, so they can handle the emphasizing process outside the training hall.

It isn't easy teaching my boys, who will turn eight this week, but their teacher will "make a deal," that if you do what you're supposed to do, I'll _____ at the end of class--which is really after class. (They're kids, so they might want to grapple with her for two-three minutes; your student wants to learn an "advanced" technique which, to him, might be a takedown.)

Your student cares about karate; it's kid talk when he says he doesn't, yet he wants to know something "advanced"--meaning special. Whatever belt level he is, if he won't do the work, even with a "deal" offered, then take the belt away from him for the duration of the class. First make it a threat, then do it if he calls you on it. (Don't repeat the threat; do it.) Don't tell the parents he's not interested; instead, tell them what you did either to motivate or penalize. Add in/emphasize that he can do what you're teaching; others are doing it, and he has the same skill level that they do. The parents, who've heard you speaking constructively with them, can drill it into his head when outside the training hall.

I know it's not easy, but can you get a parent, particularly his father, to be on the floor or even in the audience? It's a help, a big help.

[cathal]

fantastic advice!

[ninjanurse]

I disagree with taking away a students belt-they earned it, they should keep it unless you are dismissing them form the school for a grave violation. In my experience punishment does not motivate....and effort should be rewarded. If you ignore his complaints and excuses...and more importantly his refusals, you will stop giving attention to his negative behaviors-something that i am sure get lots of attention at home. Only reward his positive efforts and be consistent with the rules and expectations and he should start to participate for the positive attention. If he doesn't come around I suggest a sit down with him and his parents to find out the real story and come up with a plan together.

[joesteph]

I disagree with taking away a students belt . . .

The special needs student, such as an autistic one as my children are, just doesn't fit into the normal range of action category. The child is told what must be done and is defiant. The child is warned that the belt will be taken away and not returned until the action is done. If still defiant, the belt is removed and placed exactly where the child may see it, the child is "stuck" performing the action (e.g., to block and punch to the left, then block and punch to the right, then to the left, to the right), upon which the belt is returned with praise at being so good. Belt removal is uncommon, not the regular course of action.

It so happens I was present when another special needs child struck a boy half his size (a try at mainstreaming, which does work with certain students). The boy who was struck was shaken up, and the teacher emphasized to the one who did the striking that hitting is not acceptable. She told him he must apologize. He refused. She repeated that this is what we do when we do something wrong. He still refused. She threatened to take his belt away. He continued to refuse. She removed the boy's belt with his father watching in the audience and put it on her desk. When he apologized, he could have it back. The boy who was struck was the victim and it has to be acknowledged; it's not the one who struck, even if special needs. At the end of class, there was still no apology, so the belt remained on the desk, the father then took his son out of the dojang (making it, as I see it, a family matter), and several minutes later the two reappeared. The apology was given and the belt was returned.

No one wants this, any more than one would want one's child to have special needs issues, but appropriate action must be taken, even if it falls under "negative reinforcement."

In my experience punishment does not motivate....and effort should be rewarded.

The special needs child is not being struck, verbally blasted, or in any way humiliated. That, to me, is punishment. And when the action is done, no matter how well or poorly, so long as there is effort, praise is lavished. Stickers are given every so often at the end of class to acknowledge good listening, working hard, remembering well.

If you ignore his complaints and excuses...and more importantly his refusals, you will stop giving attention to his negative behaviors-something that i am sure get lots of attention at home. . . .

If you are dealing with a special needs child, or children as in my case, there cannot be ignoring. The complaint will be repeated endlessly and the child works himself up because it wasn't addressed. Refusals are often dealt with by me (learning from my teacher, I must add) asking "Why?", receiving a poor answer, asking "Why?" again, and reducing it to where the child doesn't know why there's a refusal on his part (meaning there is no injury, fear of getting hurt, etc.). The child doesn't even know himself why there's a refusal.

One way I put things, as I'm on the floor, is to say, "You're not the boss. Daddy's the boss." Then I follow it up with "But Master ____ is the teacher. Daddy listens to the teacher, so you listen too." This hierarchy line, which I have to repeat once in a while, actually works, since the boys watch me do as the teacher instructs. It isn't smooth-sailing modeling, but they follow.

If he doesn't come around I suggest a sit down with him and his parents to find out the real story and come up with a plan together.

I keep our teacher informed of what might be necessary. At the end of a session, she'll focus on what they did accomplish better than I do, and I wind up feeling positive. It also lets me have a "conversation" with the boys while in the car as we drive out to dinner, with me knowing what to ask them that they did in karate. Listening to them, you'd think class was a piece of cake!

[ninjanurse]

Some of your points may be valid in dealing with autism, or something along the autism spectrum, but in this case the child has ADHD and IMO should not be approached in the same manner-I raised 3 children with varying severity of it. Nevertheless, I still will not take away something that is earned (punishment) but will withhold rank (motivation) until I see positive improvement.

[sensei8]

I disagree with taking away a students belt-they earned it, they should keep it unless you are dismissing them form the school for a grave violation. In my experience punishment does not motivate....and effort should be rewarded. If you ignore his complaints and excuses...and more importantly his refusals, you will stop giving attention to his negative behaviors-something that i am sure get lots of attention at home. Only reward his positive efforts and be consistent with the rules and expectations and he should start to participate for the positive attention. If he doesn't come around I suggest a sit down with him and his parents to find out the real story and come up with a plan together.

I agree. It's their belt, NOBODY else's, including their Hombu/Sensei. They've earned it no matter what the infraction/violation. Basically, I believe that if I took someones belt from them, I'd be in trouble for stealing. And if I ordered them to give me their belt, then I'd be in trouble for coercion. I can suspend, expel, or ban, but, I can't possess their belt in any shape, way, and/or form.

Bottom line, it's not mine, so hands-off!

[joesteph]

I agree. It's their belt, NOBODY else's, including their Hombu/Sensei. They've earned it no matter what the infraction/violation.

We'll have to agree to disagree on this one, Bob. When dealing with special needs students, alternate measures as compared with the typical child are used.

In the case of the belt, it's a temporary measure that the child understands. If they don't learn that there are repurcussions to defiance, the behavior worsens to fits/tantrums.

It's hard to find the Golden Mean between being harsh and being indulgent.

I still suggest that FushinRyu speak with the parents about the belt removal system, explaining the concept and giving it a go for student compliance. Children with ADD and ADHD, like one of my nephews (whose exhibition of it was withdrawal rather than defiance) who is now in his freshman year of college, must react/relate with the real world. People will makes excuses while the individual is a child. They will not do so when the individual is an adult.

Now is the time to start, and karate is an excellent starting point.

[sensei8]

Joe,

I hear what you're saying and I respect it/you as well! I too have a special needs child, he's 15 years old and he's speech delayed and by that I mean that he's speech isn't understood. Right now we have an AT Device called the Palmtop and this helps him to be understood. His special needs is a long story and maybe some day I'll share it, but, for now I do understand what it is that you're saying. I'm compassionate with the plight to a point, but, I've seen the taking of a belt from special needs children in the past and they weren't pretty, nor were they effective.

Therefore, I won't EVER take away a belt from any of my students because it's theirs and it's not mine. THE BELT'S THEIRS! Everything else involved with the martial arts is OURS to control.

So, Joe, I agree with you...we'll have to agree to disagree on this one.