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BackgroundAbout 3.8 million school-age children and adolescents have been diagnosed as having Attention Deficit Disorder and Hyperactivity Disorder because of the behaviour they exhibit in classrooms. They are sometimes called “learning disabled” because they have low grades and little interest in what it being taught in class. The medical “cure” for this condition is called Ritalin, Concerta, Provigil, and other prescription drugs. Many of these children possess a high degree of innate intelligence but cannot absorb knowledge in the usual classroom setting. They are often subjected to the negative reinforcements that they have seemingly earned, like poor grades, ridicule, ostracism, and “attitude” problems. Some turn to the escape of drugs or alcohol and drop out of school and life in general. Current Findings Many of these children are "indigo children." This term has been abused to the point of having a negative value by society in describing these children. It has also been taken advantage of by some people whose only interest is to make big bucks in using this term in literature and movies. We avoid using these labels in the educational system we are developing. We strongly encourage the teaching of spirituality and holistic learning and growth. These children are highly intuitive and can be sensitive to other peoples energy and know when another is being deceptive and know what another's true intentions are not for the good which will compel them to retreat more into themselves. Unique Perceptions in the Classrooms Many Uniquely Perceptive Children (“UP children”) cannot derive any benefits from the current classroom paradigm: reading to learn. These students retain knowledge that is imparted to them through visual, verbal, and “hands-on” learning. It has been said that where the “average” student retains 10% of what they hear, the Up-student holds 50% or more. The big question that these students have is not “how” but “why?” Why is it spelled like that? Why is it done like that? Why do I need to learn to solve simultaneous equations? Why are they solved that way? Why is it pronounced like that? Why? Answering such questions may appear to be time consuming and can slow the progress of the rest of a class that understands the material presented. Taking time to answer “why?” often causes a hostile atmosphere between the Up-student and the educator and the Up-student and the rest of the class. The student who asked “why?” can be subjected to ostracism and ridicule from classmates. After enough negativity the Up-student will become withdrawn and silent and may seek escape in substance abuse and leave school as soon as they can, often years before graduation. |
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