Putting The Ability Back In “Disability”: Redefining ADHD As A “Gift”

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By Mia Bolaris-Forget

In a society where we’ve seen a significant “role reversal”, at least in terminology, where we describe things that are “good” by using phraseology that traditionally meant the opposite (“bad”, “phat”, “wicked”, “cool”, etc.), it may come as no surprise that we often attribute “negative” qualities or characteristics to gifted individuals. Some of the most current “catch” phrases, (as legit as they may be), include OCD (Obsessive Compulsive Disorder), ODD (Oppositional Defiant Disorder), ADD (Attention Deficit Disorder), and perhaps the most frequently used, ADHD (Attention Deficit, Hyperactive Disorder).

While these labels can certainly help teachers and parents alike understand certain children’s behavior, learning ability and style, they can often, easily be (not only “overused”), but misunderstood, and potentially, hinder a “gifted” child from believing he or she has the potential to succeed and often even excel.

According to studies, children with ADHD may in fact have the same, even superior abilities (in certain arenas) than their peers. And they (studies) suggest that ADHD can often be associated with highly talented and gifted children who have exceptional creativity, imagination, searching insight and intuition.

Reading Between The Label:

Children with ADHD are considered “inattentive” because they seem to NOT be able to focus, and that’s probably because their brain can’t “sit still” long enough. While other kids may be methodically listening and (trying to) absorb information, the creatively minded (or ADHD) child is busy conjuring up his or her own understanding and extrapolation of the material presented. Perhaps they may miss the little details (hey, I was never diagnosed as any of the aforementioned) and my mind, to this day, can’t stop thinking long enough to read an instruction manual, but they are frequently superiorly skilled at grasping the relevance of the material and formulating ingenious and innovative “solutions” and or adaptations for the information (and material) presented.

Sure they may not be able to regurgitate the specific chemical code for certain elements or the specific rules of grammar and punctuation, but they will be engaged enough to want to find ways to preserve our health, world, and environment, or to tell a story (to affect us emotionally) in a very poignant and prolific way. Unfortunately, say experts, traditional methods of (scholastic) evaluation focus more on an individual’s ability to duplicate details rather than on an individual’s ability to “apply” and expand upon the relevant material learned. And this rote memorization and reiteration is the most difficult way for those with ADHD to learn. And while this may take a toll on your child in the academic arena, there’s hope for him or her in the higher education system and in the real world, where he/she can be rewarded and often (highly) recognized for his or her creative abilities and innovative and progressive ways.

The “Drive” To Be Different:

While most people “do” recognize an apparent difference in these children, most fail to applaud this difference and encourage it, or to give these children credit for their “courage” to “embrace” their label and forge ahead. Most also don’t realize that it takes lots of guts and intelligent energy to be able to process information in this way, always creating and (trying to) “improve” upon ideas. In fact, these are the individuals that may ultimately actually make a difference in the world, by “challenging” themselves to “think outside the box”, to not necessarily only “follow” the rules but by finding a way to make “following” more enjoyable, palatable, and easy. They frequently also defeat the “herd” mentality and are not easily impressed nor “limited” by what most would consider “constraints”. In fact, they frequently find “fault” and “frustration” with “commonality” and are eager to reach higher, do better, and raise the standard and the bar in most of life’s arenas, which may also allude to them often being diligent, committed, over-achievers.

As far as distractibility is concerned, there is little doubt that those with ADHD tend to easily shift their focus from one arena to the next (I believe in the business world it’s referred to as the ability to “multitask”). Since these kids/people are eager to “create” and come up with (continually “better”) solutions, their mind is also able to take in their environment “analytically”, always looking at things that “need attention”, “fixing” or “improvement”, and they tend to be extremely (or at least more so than others) sensitive, placing emphasis on thoughts, feeling, pleasing or making an experience pleasing, and to events in the environment and in their life that beckon them. And, they tend to take things “personally” which is probably why they look at the world the way they do, and are constantly via inventions or through creative arts, seeking ways positively impact a variety of experiences and arenas.

And, yes, they do tend to frequently jump from one thin to the next, but only because they “can”, and may but one project aside and start another or have several going at once, waiting for the proper “inspiration” before continuing. After all, they want and often expect things to be “just perfect”. And some experts point out that besides “perfectionism”, another way to describe these easily “distracted” folk is “flexible”, a key component for vicissitude and productivity.

Why Creativity Is NOT A “Disability”

While society views the “creative”, “innovative” mind as a disorder, experts suggest that these attributes should actually be heralded for their ability to touch and change lives, the environment, and the world. They note that despite some “difficulty” in school these children are at an “advantage” since, they say; you “can,” teach creative children to be disciplined, whereas you can’t teach creativity and independent thinking. In fact, experts assert that children with ADHD can not only do well but achieve excellence in a variety of arenas with a little help in converting his or her energy and “wandering” imagination into completed assignments and projects.

Looking For Inspiration:

Experts note that these highly inspired children need to (themselves) be inspired. Although it may outwardly appear (to teachers and parents) that these children are simply not interested in scholastics, they may instead actually be in the process of processing the information and mentally exploring ideas and possible solutions. He or she may even be choreographing a song or dance in his/her head or thinking about how to publish a poem or story that can make a difference in the world.

Experts caution parents and teachers about being quick to judge, label or presume that the child is simple disobedient and (purposely) misbehaving. Instead, consider and look for her his or her special gifts, traits, and abilities, and how you can help nurture them so that he/or she can excel (even in areas where he/she has fewer strengths). Remember, finding creative alternatives that challenge your child is better that berating him or her for not being able to adhere to conventional methods of learning and will only serve to frustrate him/her and you.

A Wandering Mind Does NOT Mean A Waning Interest In Education:

Just because your child plays around or loses interest after a short time of being engaged in a project isn’t always a “bad” thing. In fact, some experts suggest that kidding around, looking around, and finding distractions is all part of the creative process; and by no means a sign, signal or indication that you child has no interest or ability in what he or she is doing or in completing the project. It may simply mean that he or she has reached his/her “saturation” point (for a short time) and needs to “refuel” by expending energy in another direction.

Some experts suggest encouraging diversions, but following up by asking your child to express his/her enthusiasm (for the diversion) through his or her projects. For instance, challenge your child to create the “best” essay possible, or build the “best”, most “outrageous” science project, even if it incorporates some of his/her ideas. Ask your child to clean his/her room but in a way that would express who he or she is, etc. Above all don’t try to bottle up your child’s energy, simply help him or her direct it appropriately.

Clarifying All The Confusion About Confusion:

Experts stress that often time a child’s inability to answer, lack of “interest” or participation may trigger concern about the child being confused about the material being taught. However, they note, that it can also mean the child attempting to process the information on a higher more “complex” level.

In essence the child (in his or her own creative way) may be mentally analyzing what is being taught and considering the possibilities NOT taught or not yet presented. In fact, say experts, this type of approach and thinking is KEY to the creative mind.

For instance a child learning about biology and the birth of a child may be mesmerized by the incredible order of the reproductive process and may in fact be pondering what it all means to our existence, how we can make the birthing process easier, or simply creating an intricate story or poem about it all in his or her mind, while outwardly appearing disengaged. Thus, experts encourage teachers and parents to dig a little deeper into the child’s thought process, ask (in a non-threatening, non-condemning way) what the child was thinking, how he or she understood the material and why, and not always “oversimplifying” each situation as black or white. In fact, they add, frequently challenging the commonly accepted “right answer” can actually bring about learning on a greater level of learning and exploring the world, for your child and others as well.