Artifact #6: Pecha Kucha Presentation ESP 600 Foundations of Special Needs

Overview
I choose this artifact to include in my portfolio because it is a good example of my ability
to investigate and improve upon my knowledge on issues that directly affect my classroom
teaching. The project was to create a Pecha Kucha presentation based on research on a specific
topic. When this assignment was issued by the professor I signed up right away for AD/HD. I
did this for two reasons. The first was due to the increased attention AD/HD is currently
receiving in both society and educational circles here and around the world. I wanted to
investigate it for myself to see if it is a culturally isolated controversy here in North America or if
it affects students the world over. The second reason was more personal and related to reflection
of my experiences teaching in Korea and more recently working with special needs students here
in Canada. I wanted to gain a better understanding of what it was, how it manifested itself in
students and strategies to better enable the instruction of students with AD/HD. After all a
teacher can step into the classroom, but until he/she reflects upon it and explores the issues
surrounding it, the teacher will never improve. This is a very important skill to have when
working with Special Needs students whose instruction has to involve unique strategies specific
to the child in question.
The teacher competencies reflected in this artifact covers the following areas: planning,
instruction, learner accommodation and classroom management. It also covers professional
development. When increased, the competencies mentioned before are improved also. To
instruct students with AD/HD or any student with special needs for that manner it is crucial to
understand the characteristics that can be displayed by the child. Only then can you tailor your
instruction to better instruct. This directly reflects my ability to develop my professional

understanding of students. Strategies in planning, classroom management and instructional

considerations when working in classrooms with AD/HD students are addressed in the artifact.
All of this speaks to a greater understanding and better learner accommodation.
The artifact here can better help the instructor become more observant of students with
AD/HD. This is done with the intention of knowing where a student is with regards to the zone
of proximal development (Vygotsky, 1978) also referred to the ZPD. The ZPD focuses on the
ability of the child to problem solve when interacting with people in their environment. If traits
caused directly from their AD/HD interfere with their ability to interact with others then the
developmental processes cant occur. The strategies discussed in this artifact give teachers ideas
that can better analyze the ZPD for students with AD/HD and help them interact with people in
their environment more effectively.
Connections to Standards
INTASC STANDARDS
Standards focusing on the learner and learning are shown here in this artifact.
Information provided on learner development and differences help to devise strategies of
instruction with students who exhibit behaviors associated with AD/HD. It also provides
information on changing the classroom environment to accommodate students.
NYS Code of Ethics for Educators:
The study and presentation of this artifact demonstrates my commitment to learning more
about my students and improving my practice through educating myself.
The Ontario Ethical Teacher Standards:
CARE and RESPECT are shown in this artifact. The presentation advocates for the
acceptance and provides insight for developing students potential. It also sheds light on the

environment of controversy surrounding AD/HD and in doing so encourages attention be paid to

the emotional wellness and cognitive development of students with symptoms of AD/HD.
TEAC/CAEP Claims:
This artifact shows that I am committed to improving my knowledge of students and as a
result improving my teaching practices. This speaks to both TEAC claim number 2 and 3.
ISTE Standards for Teachers and Students (ISTE):
The ISTE teachers standard addressed here is #5. The teacher engages in professional
growth and leadership.
Council for Exceptional Children (ECE):
Principles #6 and #12 applies to this artifact. Principle #6 states that teachers will use
evidence, instructional data, research and professional knowledge to inform practice. By
completing this Pecha Kutcha presentation I have learned practical knowledge in how to
effectively educate a student who displays symptoms of AD/HD. Principle #12 states that the
instructor will participate in the growth and dissemination of professional knowledge and skills.
This presentation was also shown to my colleges in teachers college to help inform them of the
behaviors and instructional methods of working with students with AD/HD.

Slide #1: Welcome everybody to my Pecha Kucha presentation. My name is Peter Kolodziej and
I am currently a Masters student at Medaille College. This course is ESP 600: Foundations of
Special Education and this presentation is on AD/HD. Hope you enjoy and learn from it.

Slide #2: AD/HD has become a very controversial and complex topic in education over the last
20 years or so. Inconsistent diagnoses and a long list of negative side effects from medications
like Ritalin, are the main reasons for this. Many argue that these methods to identify and treat
AD/HD hurt kids more than they help them.

Slide #3: AD/HD stands for attention deficit hyperactive disorder. It can be described as
consistent behavior that is either inattentive, hyperactive-impulsive or both. AD/HD behavior
stops them from fully participating in a productive manner with the rest of the group.

Slide #4: Inattentive behavior can be described by the inability to focus on specific information.
Too much stimuli can stop a student from focusing on what is important at the moment. A
student with AD/HD has difficulty in blocking out even the most mundane things and gets
distracted by them.

Slide #5: Acting on impulse describes the more hyperactive part of AD/HD. A child often does
things without thinking through the consequences of their actions. This behavior is usually
repeated regardless of intervention and is hurtful to any academic process.

Slide #6: Often characterized as bouncing off the walls or driven by a motor, hyperactivity
is activity that is not directed towards anything purposeful. This behavior also usually continues
despite intervention. It can be very difficult for a student to focus on the task at hand.

Slide #7: There is no cure for AD/HD. Diagnosis is done by doctors based upon descriptions of
the childs behavior by people closest to them. There is no universal standard for diagnosis and
behaviors are up for interpretation. Medications are used to treat symptoms, but have many side
effects and the long term consequences are not known

Slide #8: The specific cause of AD/HD is currently unknown. There is evidence that AD/HD
behavior is the result of a neurological disorder or a genetic alteration in ones DNA, but other
factors are suspected to play a part. Their remains a great need for research into what causes
AD/HD.

Slide #9: There is no one strategy that works in teaching a child with AD/HD. It is truly a case
by case scenario and what works for one child may not work with another. It is very important to
work with a child day by day and develop a learning environment that best suits him or her.

Slide #10: One method that has shown very positive results is working closely with the parents
or guardians. The goal is to create learning environments for both school and home that can
support a child with AD/HD. Having the parents, teachers and students on the same page is
crucial for progress to be made.

Slide #11: It is also important for a teacher to be flexible with a students behavior. A rigid
approach to teaching students with AD/HD will not work and often makes the behavior worse.
Setting small goals for the student to aim for allows for observable progress and can be
accomplished in smaller amounts of time.

Slide #12: Predictability is important for the student with AD/HD. Do your students know how
you will react? Will you be upset one day and calm the next? Being organized is also important.
Both of these things allow for stability in the classroom which really benefits an AD/HD student.

Slide #13: Predictability is important for the student with AD/HD. Do your students know how
you will react? Will you be upset one day and calm the next? Being organized is also important.
Both of these things allow for stability in the classroom which really benefits an AD/HD student.

Slide#14: Encouraging momentum is the key with AD/HD students as it gives them a sense of
empowerment. Motivating a student every day is hard because it is teacher and not student
centered. It will burn out the teacher over time. The task is not to push the boulder, but to run
with it and cheer it on.

Slide #15: Watch and take notes on your students. Observe the small successes they have
because AD/HD students will not notice them. Parents also need to be told of these progressions
and that small ones are more important than large ones. Give praise quietly so as to not
embarrass students in front of their peers.

Slide #16: There is no magic system in teaching students with AD/HD. Some things may work
for one student while failing completely with another. Copy the teachers who have success with
AD/HD children and have an attitude that sees all sides of the situation, with a sense of humor.

Slide #17: Respect is very crucial in a classroom with AD/HD and this can only be built by
letting children know that mistakes are ok in the classroom. This promotes a stable environment
that allows students to feel secure and begin to value their efforts. Let the child be defined by
small successes, not their many mistakes.

Slide #18: Two books that are great for children with AD/HD are both written by David
Shannon. Titled Alice the Fairy and No, David!, they follow two children and their actions.

They let children, parents and teachers talk about impulses and other behaviors that may or may
not be appropriate.

Slide #19: Two good websites for anybody who wants to learn more about AD/HD are the Center
for ADHD awareness, Canada and Teach AD/HD. The first is a great resource for any
information about AD/HD while the second is great for strategies about teaching a child with
AD/HD.

Slide #20: Thanks for your time everybody. I hope that you learned something about AD/HD
that will help your teaching. Remember that even though there is no one way to teach all
children with AD/HD, it is not impossible to find a way that works for the child in your class.