ADHD

Group Members:Nicole RiversKerry GrahamNatalia WilsonAbigail Christopher

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.

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.

SIGNS AND SYMPTOMSInattention: 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.

SOLUTIONS USED IN TEACHING

STUDENTS WITH ADHD

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 area, age appropriate, and

gain the attention of the child.

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.

STRATEGIES FOR COMBATING

HYPERACTIVITY CONSIST OF CREATIVE

WAYS TO ALLOW THE CHILD WITH

ADD/ADHD TO MOVE IN APPROPRIATE

WAYS AT APPROPRIATE TIMES

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.

ADD / ADHD AND SCHOOL: HELPING CHILDREN WITH ADHD SUCCEED AT SCHOOL

http://www.educationworld.com/a_issues/issues148c.shtml

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.

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.

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.

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.

TECHNOLOGY

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.

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