The document discusses Attention Deficit Hyperactivity Disorder (ADHD) and strategies for teachers to help students with ADHD succeed in the classroom. It defines ADHD and lists common signs and symptoms. It emphasizes the importance of identifying each student's unique needs and creating an individualized education plan. The document provides examples of classroom strategies like establishing clear rules, giving instructions in small parts, allowing movement breaks, and using technology like talking calculators to aid students with ADHD.

1. Group Members:
Nicole Rivers
Kerry Graham
Natalia Wilson
Abigail Christopher
ADHD

2. INTRODUCTION
Good morning to everyone and welcome to team six workshop on ADHD
which means Attention Deficit Hyperactivity Disorder. It is our privilege to
stand here to let you all know that children with disabilities can, and are able
to do the work as a “normal” child in the classroom. However they cannot
achieve this by themselves, but with the aid of the teacher, the proper use of
the technology, and correct technology in the classroom, things will be of
great success with these children. Today we will be focusing on the child that
has ADHD and the technologies that can be used, and the ways teachers can
teach them in the classroom. Sit back and enjoy today’s proceedings.

3. As it was mention before that ADHD means, Attention Deficit
Hyperactivity Disorder.
Then what can we say about ADHD. ADHD is “a condition of the
brain that makes it hard for children to control their behavior”.
Therefore can we say that there are ADHD students in our
classroom? Think about it.
How would you know as a teacher that a child has ADHD? There
are signs and symptoms that you as a teacher can look for.

4. SIGNS AND SYMPTOMS
Inattention: Easily distracted, poor short term memory
Hyperactivity: Excessive restlessness, in constant motion
Impulsivity: Acts without thought or safety
Emotional Instability: Easily
frustrated, tantrums, moody, impatient, intolerant, extremes of
feeling, irrational, overreact to touch, pain and sound. Peer rejection, low self
esteem.

5. SOLUTIONS USED
IN TEACHING
STUDENTS WITH
ADHD

6. Teachers who are successful in educating children with ADHD use a three-pronged
strategy/solution. They begin by:
Identifying the unique needs of the child. For example, the teacher determines
how, when, and why the child is inattentive, impulsive, and hyperactive. The
teacher
assess the unique educational needs and strengths of a child with ADHD in the class.
Assessments, such as learning style inventories, can be used to determine children's
strengths and enable instruction to build on their existing abilities.
Selects different educational practices associated with academic
instruction, behavioral interventions, and classroom accommodations that are
appropriate to meet that child's needs.
The teacher determines which instructional practices will meet the academic and
behavioral needs identified for the child. Select practices that fit the content

7. Combines these practices into an individualized educational program
(IEP) or other individualized plan and integrates this program with
educational activities provided to other children in the class.
The teacher develops /creates an IEP to reflect annual goals and the
special education-related services, along with supplementary aids
and services necessary for attaining those goals.

8. STRATEGIES FOR COMBATING
HYPERACTIVITY CONSIST OF CREATIVE
WAYS TO ALLOW THE CHILD WITH
ADD/ADHD TO MOVE IN APPROPRIATE
WAYS AT APPROPRIATE TIMES

9.  Ask children with ADD/ADHD to run an errand or do a task for
you, even if it just means walking across the room to sharpen
pencils or put dishes away.
 Encourage the child to play a sport—or at least run around before
and after school.
 Provide a stress ball, small toy, or other object for the child to
squeeze or play with discreetly at his or her seat.
 Limit screen time in favor of time for movement.
 Make sure a child with ADD/ADHD never misses recess or P.E.

10. ADD / ADHD AND SCHOOL: HELPING
CHILDREN WITH ADHD SUCCEED AT
SCHOOL
http://www.educationworld.com/a_issues/issues148c.shtml

11. 20 TIPS TO TEACH KIDS WHO HAVE ADHD
When teachers understand the struggle of a student
with ADHD, they can better help that student in
the classroom. Because children with ADHD do
better when their lives are ordered and
predictable, the most important things teachers
can do for those children is establish a
calm, structured classroom environment with clear
and consistent rules and regular classroom
routines.

12. CHADD and the American Academy of Pediatrics offer suggestions
on what teachers can do in the classroom to help students who have
ADHD:
 Display classroom rules. Classroom rules must be very clear and
concise.
 Provide clear and concise instructions for academic assignments.
 Break complex instructions into small parts.
 Show students how to use an assignment book to keep track of
their homework and daily assignments.
 Post a daily schedule and homework assignments in the same place
each day. Tape a copy on the child's desk.
 Plan academic subjects for the morning hours.
 Provide regular and frequent breaks.
 Seat the child away from distractions and next to students who will
be positive role models.

13. Form small group settings when possible. Children with ADHD can
become easily distracted in large groups.
Find a quiet spot in the classroom (such as a place in the back of the
room) where students can go to do their work away from
distractions.
Train the student with ADHD to recognize "begin work" cues.
Establish a secret signal with the child to use as a reminder when he or
she is off task.
Help the child with transitions between other classes and activities by
providing clear directions and cues, such as a five-minute warning
before the transition.

14. Assign tutors to help children with ADHD stay on task. Tutors can help
them get more work done in less time and provide constant
reinforcement.
Focus on a specific behavior you wish to improve and reinforce it. Teachers
can reinforce target behaviors by paying attention to the
behavior, praising the child, and awarding jobs and extra free time.
Offer more positive reinforcements than negative consequences.
Explain to the student what to do to avoid negative consequences.
Reward target behaviors immediately and continuously.
Use negative consequences only after a positive reinforcement program has
enough time to become effective.
Deliver negative consequences in a firm, business-like way without
emotion, lectures, or long-winded explanations.

15. TECHNOLOGY

16. Teacher Student Collaboration:
Math Software and Gadgets
These tools help ADHD students who struggle with computing, aligning, and copying math problems
on paper.
Electronic math worksheet software enables students to organize and work through problems on a
computer screen. Numbers that appear onscreen can be read aloud by a speech synthesizer.
Talking calculators have a built-in speech synthesizer that reads aloud each number, symbol, or operation
key a student presses, as well as the answer. The aural feedback lets an attention deficit student know
whether he pressed the right keys and verifies the answer before he transfers it to paper.
Portable word processors are lightweight devices that look like a computer keyboard with a screen. They
can be helpful to ADHD children who have trouble with handwriting. These battery-powered
machines can be brought to school for note-taking and writing assignments.

17. REFERENCES
 Technology
http://www.additudemag.com/adhd/article/6585-2.html
 ADHD: A brief Introduction for teachers
http://www.youtube.com/watch?v=wbgEwUKQbGQ
 Top 10 reasons to use technology in education- ADHD: A brief
introduction for teachers.
http://www.youtube.com/watch?v=mzi2RIt8_nk
 Technology in the Classroom: Amplified Classrooms Help Education
http://www.youtube.com/watch?v=hbEbBrE6L7Q