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Educational Strategies for Teachers to Help Students with ADHD

Educational Strategies for Teachers to Help Students with ADHD

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    Adhd powerpoint.wilmoth teachers to help students with Adhd powerpoint.wilmoth teachers to help students with Presentation Transcript

    • Educational Strategies for Teachers to help Students with ADHD Lisa Wilmoth EDCI-5300
    • Introduction
      • This PowerPoint will explore the strategies and practices toward teaching children with ADHD.As the growing number of children diagnosis , teachers need to understand the struggles of a student with ADHD, and provide structural routines in the classroom to help provide success with these students.
    • Identifying Children with ADHD
      • ADHD usually begins in early childhood and continue into adulthood.
      • ADHD occurs in 3 to 5 % of elementary –school aged children.
      • More common in males than female.
      • According to DSM-IV, ADHD can be defined by behavior exhibited.
      • Poor sustained attention and hyperactivity-impulsiveness.
    • Exhibited Behaviors
      • Fidgeting or squirming in their seat
      • Difficulty remaining seated when require to do so
      • Difficulty sustaining attention
      • Difficulty following instruction
      • Blurting out before being ask
      • Shifting one activity to another before completing
      • Losing things and making careless mistakes
      • Difficulty listening to others without distraction or interruption
      • Delaying gratification and mood swings
    • Overall Strategy
      • Most teachers have found using the three-pronged strategy is helpful.
      • 1. Identifying the unique needs of the student:
        • Assess the educational needs in the classroom
        • Consider both academic and behavioral needs
        • Using assessments
        • Learning style inventories
        • Classroom observation
        • 2. Instructional Practices:
        • Content,age appropriate,gain the attention of the child
        • 3.Children who receive special education services:
        • Consult other educators and parents
        • Annual goals
        • Supplement aids that obtain goals
        • integrate education activities provide to other student
    • Teaching-related Practices
      • Review info on previous topics and describe current lessons.
      • Summarizing various activities planned.
      • Set learning expectation
      • Set behavioral expectation in classroom
      • Identify material need for lessons
      • Refer resources that will help master the lesson
      • Simplify the instruction and expectation
    • Conducting Lessons
      • Structure and consistency are important.
      • Be supportive when participation in the classroom
      • Identify students who need assistance.
      • Help students stay focus
      • Lower noise level and distraction.
      • Breakdown assignments in to smaller units
      • Allow extra time for completion of test or lesson
    • Cont.
      • In addition to the general strategies different students with ADHD have different ways of learning and retaining information. Effective teachers need to identify areas in which each student requires extra assistance and provide opportunities for the children to master a academic success. Facilitating goals for the different subject will help improving their success as well.
    • Organizational Skills
      • Assignment notebook
      • Color code folders for different subjects
      • Homework Partner
      • Keep desk and book bag clean out periodically
      • Visual aids in the classroom to remind students of the material being learned.
    • Cont.
      • Time management when completing assignment
      • Use a calendar to schedule assignments
      • When using worksheets reveal only one question at a time.
      • Check to make sure student is understanding task.
      • Allow student to ask question.
      • Monitor work
    • Behavioral Intervention
      • Children with ADHD often acts immaturely and have difficulty learning how to control their impulsiveness and hyperactivity. They may have difficulty forming friendships and thinking through social consequences of their action, With intervention the students learns how to control their behavior and be more effective in the classroom.
    • Cont. Behavioral Intervention
      • Praise when positive behavior is displayed immediately.
      • Be consistent to avoid confusion.
      • Ignore unintentional behavior
      • Remove any nuisance items in the room that might distract the student
      • Permit the student to leave class for a moment for a break( library, run a errand)
      • Encouragement from the teacher can help prevent students from becoming frustrated with an assignment.
      • Keeping parents involved play a critical roles in the success of the student
    • Classroom Accommodation
      • Children with ADHD often have difficulty adjusting to the structured environment of a classroom .
      • Seat the child near the teacher
      • Place student near a role model student
      • Allow the student to work in a low distract area.
      • Make sure seating is the right size for the student.
      • Make sure the child has the necessary tools for their assignment.
      • Allow extra time if needed
    • Conclusion
      • When teachers are more aware of the struggles of a student with ADHD, they can better help the students in the classroom and establish a calm structured learning environment. School personnel have an important role to play in enabling students to have a successful school career.
    • Reference
      • How Can Teachers Help Students With ADHD? (2002) Retrieved Oct. 21,2006, from Education World
      • Web site: http://www.education-world.com
      • About Attention Deficit/Hyperactivity Disorder(2006) Retrieved Oct. 14,2006,
      • from Child development
      • Web site: http://www.childdevelopmentinfo.com
    • References continued
      • American Psychiatric Association(1994). Diagnostic and statistical manual of mental disorder(4 th ed.) Washington,DC: American Psychiatric Association.
      • Forness,S.R.& Kavale ,K.A. ( 2001).ADHD and a return to the medical model of special education, education and treatment of children,24(3),224-247
      • Stevens,S.H. (1997) Classroom success for the LD and AHDH child.Winston-Salem,NC :John F. Blair.