ADDADHD:

1
ADD/ADHD

• The Implications for the Classroom Teacher

2
Review of ADD/ADHD

• 2 - 30 of Americas children have been
  diagnosed with ADD/ADHD.
• It is estimated that only 3-5 of the school-age
  population should fall under the diagnosis.
• The United States defines ADD/ADHD under a
  medical disease model.

3
Common Characteristics

• Characteristics of children with ADD are
  inattention, hyperactivity, and impulsivity.
• To be diagnosed with ADHD a child must display
  symptoms of inattention and/or hyperactivity-impul
  sivity for a period of at least six months to a
  degree that is developmentally inappropriate.

4
Common Characteristics

• Also, an individual must have displayed these
  symptoms prior to seven years of age.

5
More Characteristics.

• Symptoms must also be present in more than one
  situation.
• Last, the symptoms must be severe enough that
  they impair academic or occupational functioning.

6
What Types of Services Can Students With ADD/ADHD
Receive?

• Children with ADD/ADHD may qualify for
  educational services under the Individuals with
  Disabilities Education Act of 1990 (IDEA).
• Students will not necessarily have an IEP, unless
  they have another disability which is the primary
  disability.

7
What Types of Services Can Students With ADD/ADHD
Receive?

• Students with only the ADD/ADHD may qualify for
  educational services with a Section 504 plan
  under the category of other health impaired.

8
What is Section 504?

• Section 504 is not an education act, but rather a
  civil rights law that prohibits discrimination
  against persons with disabilities by school
  districts receiving federal assistance.
• A disability is defined as any physical or mental
  impairment that substantially limits one or more
  major life activities, including learning.

9
More About Section 504.

• Section 504 is not an aspect of special
  education.
• It is a responsibility of the school district to
  provide a special 504 accommodation plan at the
  request of the parent, assuming a medical
  diagnosis has been made.
• Therefore, a student with ADD/ADHD would have an
  education plan, but it would not be an IEP as
  required under IDEA.

10
Four Fundamental Intervention Areas

• Environmental management
• Instructional accommodations
• Student-regulated strategies
• Medical management

11
Environmental Management

• Environmental management strategies is defined as
  all teacher-directed activities that support the
  classroom environment established by the teacher
  and establish optimal conditions for the learner
  as well.

12
Environmental Management Strategies Include

• Preferential Seating This does not always mean
  the front seat. This would be a seat in the
  room that provides the least amount of
  distraction for the learner.
• Re-arranging the students day
• Grouping differently
• Re-examining discipline policies

13
Instructional Accommodations

• Instructional accommodations have to do with
  varying instructional strategies as it relates to
  what is taught, using different teaching
  strategies and assessing student progress
  differently.

14
Instructional Accommodation Strategies Include

• Using visual aids in addition to oral
  presentation.
• Breaking down tasks into smaller parts.
• Giving directions one at a time.
• Providing hands-on learning whenever possible.
• Using a variety of assessment tools.

15
Student-Regulated Strategies

• Student-regulated strategies are initially taught
  by the teacher and then later become
  student-empowered. The student uses the
  strategies independently of the teacher to
  self-regulate his or her self. These types of
  strategies help the learner know himself or
  herself as a learner and then regulate him or
  herself as necessary.

16
Student-Regulated Strategies Include

• Teacher creates a signal to the student when
  behavior needs to be self-corrected.
• Use close proximity to signal to the student to
  self-correct.

17
Student-Regulated Strategies Include

• Teach student which choices he/she should make in
  order to create a positive learning condition for
  him/herself.
• Provide consistent feedback to let student know
  when appropriate strategies have been chosen and
  used.

18
Medical Management

• Medical management relates to the role the school
  can play as an observer of the behavior of
  students diagnosed with ADD/ADHD who are taking
  medication.

19
Medical Management Strategies Include

• Monitoring the student and noting behaviors at
  various times of the day.
• Communicating with parents and physicians
  regarding the effects of the medication defines
  the school as a collaborator in the management of
  medications.

20
What Is Your Plan? Creating an action plan for
your school to help students with ADD/ADHD.

• Break into small groups
• Create a list of strategies under each of the
  four intervention categories that you can use
  with your students.
• Share your groups strategies with the large
  group.
• Compile one school list that everyone can use as
  a resource.

21
What Next?

• Make sure everyone in your school is
  knowledgeable about ADD/ADHD.
• Mentor each other and share strategies that work.
• Communicate regularly with parents.
• Ask for professional development if needed.
• Familiarize yourself with district policies and
  state laws.
• Administration needs to support teachers who have
  students who disrupt the educational process.

22
One Last Thought

• Diversity has become the icon of American schools
  and is here to stay. Students with ADD/ADHD are
  part of the challenge.