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JENNAFER WALSHMICHIGAN STATE UNIVERSITY
CEP841-SUMMER 2013
ADHD in the Classroom:Accommodations for Students with ADHD
Rationale:
Attention Deficit Hyperactivity Disorder is one of the most common childhood disorders. Thus, as a teacher, the chances of having a student in our
classroom who is struggling with one of the symptoms is very high. I can’t even count how many parents have asked me, “Do you think my child has ADHD?” Whether it was because they weren’t doing homework, because they were a “busy-body”, or because of they were extremely
disorganized, parents and teachers are constantly seeking advice in hopes of an answer and strategies to help. Thus, I have decided to
research ADHD a little more in-depth as well as look for simple, but specific strategies that
teachers can do in the classroom to help these students.
Problem Statement
What is ADHD and what are simple accommodations teachers can
make to best meet these students’ needs?
What is ADHD?
Attention Deficit Hyperactivity DisorderOne of the most common neurobehavioral
disordersSymptoms include difficulty controlling behavior,
hyperactivity, and difficulty staying focused.Symptoms of ADHD usually arise during early
childhood before the age of 7. Despite, early symptoms ADHD is life-long disease
and many adults have and face symptoms of ADHDThe severity of ADHD also varies from mild to
impairing daily tasks.
3 Subtypes of ADHD
Inattentive
• Used to be considered ADD• Children are less like to act out• May sit quietly, but are not paying attention to task• Most likely to be overlooked or not noticed
Hyperactivity
• Child demonstrates adequate attention control• Difficult time with impulse control and activity level
Combined
• Most common type of ADHD• Child struggles with paying attention AND regulating behavior
Signs & Symptoms of ADHD
Inattention•Difficulty Concentrating•Makes mistakes in schoolwork•Unrelated thoughts•Appears to not be listening when spoken to directly•Performance is task dependent•Often loses things•Poor self-regulation of behavior•Problems learning new things.
Hyperactivity
•Unable to sit still•Appears restless and fidgety•Bounces from one activity to the next•Often tries to do more than one thing at once.•Often talks excessively•Fidgets with hands or feet in seat when sitting still is expected
Impulsivity•Has difficulty thinking before acting•Problems waiting his/her turn•Blurts out answers before questions have been finished•Often interrupts or intrudes on others
ADHD Misconceptions
1
•Myth 1: ADHD is not a real disorder.•Myth 2: ADHD is a disorder of childhood•Myth 3: ADHD is over-diagnosed•Myth 4: Children with ADHD are over-medicated•Myth 5: Poor parenting causes ADHD•Myth 6: Minority children are over-diagnosed with ADHD and are over-medicated•Myth 7: Girls have lower rates and less severe ADHD than boys
(Phyllis Anne Teeter Ellison , 2003)
Facts/ Statistics
For children ages 3-17 5 million children (9%) have ADHD. Boys (12%) continue to be more than twice as likely to
have ADHD than girls (5%). When compared with children who have excellent or
very good health, children who have fair or poor health status are more than twice as likely to have ADHD (8% vs. 21%).
(Center for Disease Control and Prevention, 2010)
How can teachers help students with ADHD?
6 simple modifications that teachers can use in the classroom to help students with ADHD.
Preferential Seating
Move your student’s desk closer to the teacher and away from doors and windows.
This will help eliminate distractions This will also encourage students to stay focused on the
teacher.
“The teacher’s presence serves as a source of comfort and protection and as a reminder for the student to control impulses” (Larrivee, 2009, p. 48)
Additional Time
•Adjust the length of tests
•Grant extra time for homework assignments, quizzes, and tests
•Schedule movement breaks during testing
•Remember! •The idea is not to make the exam easier for the
child but to level the playing field, by providing sufficient time for the child to show what he knows. (Flippin, 2013)
Opportunities for Movement
Providing opportunities for movement allows hyperactive kids to burn off some energy.
Possible opportunities:1. Let the student run occasional errands for the teacher. 2. Ask student to erase the board throughout lesson.3. Incorporate movement into your lessons. (Kinesthetic
learning)
4. Give the student a hallway pass to use when feeling restless.
5. Allow student to stand at times while working.
Study Buddies
•Provide ADHD students with a “study buddy” • This should be an organized student
who can serve as a good example. • Some students prefer to have a reminder from a classmate
they respect, rather than constantly from the teacher.• This study buddy should NOT do all the work for the ADHD
student, but instead remind the student and check to see that they are organized and on task.
• Study buddy may share from class lectures. -ADHD-related handwriting problems can make it hard for these students to keep up when taking notes.
Assignment Modifications
Highlight directions with studentAsk for repeated directionsBreak long assignments into smaller parts so student can see end to workAllow use of computer for written exercisesTape recorded lectures or directions to refer
back to when doing homework independently.
Organization Assistance
Checklists for homeworkProvide an extra set of books for homeDaily Assignment Planners
Supervise student recording assignments Parent/Teacher Check Marks when assignments are
completedColored and labeled folders for each subjectRegularly check desk and notebook for
neatness, encourage neatness rather than penalize sloppiness
Conclusion
As teachers, we understand that every child is different. This means all students learn in different ways and all students have different needs which need to be filled. Attention Deficit Hyperactivity Disorder is one of the most common childhood
disorders. In addition to behavioral therapy and medications, there are several simple
accommodations which can be done to assist students with ADHD, including preferential seating, organization strategies, assignment modifications, peer partners, and exercise
opportunities. Hopefully this presentation will provide you with some easy ways to assist your
students this upcoming year!
Resources
Books Pfiffner, L. (2011). All about ADHD: the complete practical guide for
classroom teachers, 2nd edition. Scholastic. Reid, R., & Johnson, J. (2013). Teacher's guide to ADHD. New York, NY: The
Guilford Press. Rief, S. F. (2005). How to reach and teach children with add/adhd, practical
techniques, strategies, and interventions. (2nd ed.). San Francisco, CA: Jossey-Bass Inc Pub.
Journal Articles Phyllis Anne Teeter Ellison , E. D. (2003, June). Adhd myths. Science over
Cynicism, Retrieved from http://www.help4adhd.org/documents/June2003ADHDMyths.pdf
Flippin, R. (2013, March). Adhd accommodations: 6 modifications teachers can use in the classroom with add children..today!. Additude Mag, Retrieved from http://www.additudemag.com/adhd/article/1664.html
Resources
Websites National resource center on adhd. (2013). Retrieved from
http://www.help4adhd.org/ Parker, Ph.D., H. C. (2013). Accomodations for students with adhd.
Retrieved from http://www.naceonline.com/article-accommodations-for-adhd.php
North Shore Pediatric Therapy. (n.d.). Adhd infographic. Retrieved from http://www.thehelpfulcounselor.com/adhd-infographic/
National Organizations Children and Adults with Attention-Deficit/Hyperactivity Disorder
(CHADD)- Learn more at http://www.chadd.org/. Contact info: 800-233-4050
National Center for Learning Disabilities (NCLD)- Learn more at http://www.ncld.org/about-us. Contact info: 888-575-7373
Learning Disabilities Association of America (LDA)- Learn more at http://www.ldanatl.org/ Contact info: 412) 341-1515