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Gifted/Exceptional Children – ADD, ADHD or ?

The job of raising America’s children has changed significantly through the decades. From 1946 to 1964 the largest number of children ever were born–becoming known as the Baby Boomers.

During the 1950’s children were born into this world in response to the prayers of a generation of war-torn individuals searching for peace.

The 1960’s gave birth to the ‘flower child’–“Make Love Not War.” Unfortunately, the world wasn’t ready for peace.

The 1970’s became lost in disco in response to the ‘flower children’ going corporate. Materialism became the focus de jour–everyone wanted everything now–delayed gratification was no longer a virtue. Thus in order to keep up, both parents went to work. After school programs were slow to be implemented. Many children came home after school without a parent present–being left to their own devices or that of an older sibling, who might not have the ability to control a younger sibling. Without intent, the job of raising America’s children fell on the school system. Classroom crowding and creative program cutting became common place. Teachers were stretched to the limit to keep it all together.

The answer became a life altering decision–ADD and ADHD was the cause–drugs were the solution. Children were sedated so teachers could manage large numbers of children in the classroom. The majority of people have heard or seen the guidelines to diagnose ADD or ADHD.

Recent studies, however, indicate a significant correlation between children diagnosed as ADD or ADHD and those who are gifted/exceptional children.

The National Foundation for Gifted and Creative Children (NFGCC) has listed the following characteristics to help parents and educators identify gifted/exceptional children.

o Highly sensitive and often emotional

o High energy

o Bores easily; may appear to have short attention span

o Resists authority if it’s not democratically orientated

o Becomes easily frustrated

o Learns from an exploratory level often resisting rote memory or just sitting back and listening

o Cannot sit still unless absorbed in something of their own interest

o Is very compassionate; may fear the death or loss of loved ones

o If pressured to conform – May give up and develop permanent

learning blocks

o Withdraws if pressured to conform

o May sacrifice their individual creativity in an attempt to ‘fit in.’

In 1982 Nancy Ann Tappe, who classified people’s personalities according to the hue of their auras in her book, Understanding Your Life Through Color, the Indigo child phenomenon was introduced.

The Indigo phenomenon has been recognized as one of the most exciting changes in human nature ever documented in society. The Indigo characteristics describe the energy pattern of human behavior which exists in over 95% of the children born in the last ten years.

This phenomenon is global and eventually the Indigo characteristics will replace all other colors. As small children, Indigo energy is easy to recognize by their unusually large, clear eyes and aura color. Extremely bright, precocious children with an amazing memory and a strong desire to live instinctively, these children of the next millennium are sensitive, gifted souls with an evolved consciousness who have come here to help change the vibrations of our lives and create one land, one globe and one species. They are our bridge to the future.

Indigo children can be recognized by their characteristics and behaviors, which are strikingly similar to the NFGCC definition of gifted/exceptional children.

o They come into the world with a sense of knowing/understanding (and often verbalize it)

o They have a sense of “deserving to be here,” and are surprised when others don’t understand that frame of reference.

o High energy

o Sensitive and express feelings readily.

o Self-worth is not a big issue. They often tell the parents “who they are.”

o They have difficulty with absolute authority (authority without explanation or choice).

o They simply will not do certain things; for example, waiting in line is difficult for them.

o They get frustrated with systems that are ritually oriented and don’t require creative thought.

o They often see better ways of doing things, both at home and in school, which makes them seem like “system busters” (nonconforming to any system).

o They seem antisocial unless they are with their own kind. If there are no others of like consciousness around them, they often turn inward, feeling like no other human understands them. School is often extremely difficult for them socially.

o They seldom respond to “guilt” discipline (“Wait till your father gets home and finds out what you did”).

o They are not shy in letting you know what they need.

It has become a social and medical edict to diagnose children, who don’t fit the stereo type characteristics as having ADD or ADHD and given drugs as a means to make them conform. Then we scratch our heads and wonder why many adults use alcohol or drugs–prescription or illegal–to manage their lives.

It is imperative society affirms children’s characteristics rather than make their uniqueness wrong or attempt to force the child to conform to society’s preconceived notion of what is considered acceptable characteristics.


Source by Dorothy M. Neddermeyer, PhD

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