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Group presentation 1

  1. 1. Introduction Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often persists into adulthood. ADHD include problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior. Children with ADHD also may struggle with low self-esteem, troubled relationships and poor performance in school.
  2. 2. Types of Attention Deficit Hyperactivity DisorderThese classifications are based on the classic childrens stories of Winnie the Pooh and his friends inthe Hundred Acre Wood. Winnie the Pooh Type - Inattentive, distractible, disorganized. Hes nice, but lives in a cloud. Tigger Type- Inattentive, impulsive, hyperactive, restless, bouncy. Eeyore Type - Inattentive, with chronic low-grade depression. Piglet Type - Trouble shifting attention, excessive worry, easily startled. Rabbit Type - Trouble shifting attention, inflexible, argumentative. Troubled Type ADHD - Irritable, aggressive, impulsive, defiant, disobedient. Learning proble.
  3. 3. Symptoms of Attention Deficit Hyperactivity Disorder
  4. 4. TECHNOLOGY AND ADHD Technology can have a profound positive impact on Children suffering from ADHD. Assertive technology has been designed to improve learning and productivity.
  5. 5. Assistive Technology (AT)CAN BE USED TO : Help children with reading, writing and mathematics. Learn ways to change their behavior. Persons with ADHD can use this tool to help them at home and in schools.
  6. 6. Computers One of the excellent tolls used for teaching children with ADHD. Computers along with projectors screens makes instruction more visual and allows each child to actively participate.
  7. 7. Assistive Technologies used forAttention Deficit Hyperactivity Disorder
  8. 8. How can I as a teacher successfully Instruct children with ADHD Evaluation of strengths and Integration of weaknesses IEP in the classroom Select appropriate instructional practices
  9. 9. Board MarkerIs a programmed software which includes pictures at help ADHD students to communicate different choices (wants and needs) in the classroom.
  10. 10. Uses of Board Marker
  11. 11. Practical ways on how teacher can utilize the Big-Mac Switch for Attention Deficit Hyperactivity Disorder Students The big mac switch for ADHD is record his/her voice on the device to communicate with students. The teacher can use it for language skills in the classroom and also increasing their self-esteem and self-efficacy knowing they can communicate whilst correctly answering a question. It makes communicating relatively easy for the user and recording simple for the teacher or care giver.
  12. 12. The Big Mac-Switch for Attention Deficit Hyperactivity Disorder The Big-Mac Switch technology device is an ‘augmentative/alternative Communication’ that assists students in physical, behavioral problems and ‘access/environmental control. The recording is then played when the students presses the large ‘Big MAC’ button. This allows students to verbally communicate, where they other-wise wouldn’t and it is highly beneficial for emerging communicators.
  13. 13. Intellitool Classroom SuiteIntelliTool Classroom Suite is a software platform for delivering K- 8 curriculum aligned to content standards. It provide schools with a multisensory environment for differentiated instruction by enabling educators to tailor specific instructional activities to the individual learning needs of students.
  14. 14. Practical ways on how teacher can utilize Intellitool Classroom Suite for Attention Deficit Hyperactivity Disorder Students IntelliTool classroom suit help educators boost achievement in math, language arts, social studies, and science with ADHD students. Teachers can track students activity responses and quiz answers, and then record, report, and print student records for student assessment. Program files as well as student records and preferences can be stored on a network server. It tracks each students performance in his or her own private portfolio, records student responses, compares them to expected answers, and makes their scoring results available in both detailed and summary reports.
  15. 15. Fusion Portable Note Takers The Fusion Note takers with built-in text to speech providing auditory feedback to the students. The features include word prediction, keyboarding tuition and spell checker. The Fusion has a full-size keyboard and LCD display screen.
  16. 16. Practical ways on how teacher can utilize Fusion Portable Note taker for Attention Deficit Hyperactivity Disorder Students Teachers may use this for the attention deficit hyperactivity disorder student and allow them to type instead of endure the difficult task of writing. Teachers use this helps students with spelling of words and auditory devices to give feedback pupils in the class.
  17. 17. Text Reading System The text reading systems allow text on screen (document, Web page or e-mail) to be read aloud through a computers sound card. The computer can then read the words back using a speech synthesizer and simultaneously present the words on screen .
  18. 18. Practical ways on how teacher can utilize Text Reading System for Attention Deficit Hyperactivity Disorder Students Teachers can use the text reading systems for ADHD children who cannot read but are good listeners in the classroom. The teacher can use it to teach word recognition, sentence structure and paragraph using contrasting colours to identify topics sentence. They can use the text reading systems to help students edit his or her writing. Hearing the text may help the student catch writing errors such as problems with grammar, or words that have been left out, errors they might not have noticed by visually reading it.
  19. 19. Conclusion: Using Technologies in the Classroom for Helping Students with Attention Deficit Hyperactivity Disorder Teachers using these technologies in the classroom to help Attention Deficit Hyperactivity Disorder students will provide remedial or compensatory support for independent learning in the education systems for these pupils. Some schools do not have the resources and funds for purchasing learning materials or tools for teaching special need students in the regular school setting. Some teachers having difficulty teaching these students because limited resources and not their special field.
  20. 20. ReferencesAssistive Technology and Learning Disabilities. Retrieved from Classroom Suite. Retrieved from Md. Retrieved from Learning to learn with technology. Retrievedfrom Technology. Retrieved from