Running Head: SUPPORTING ARTICLE REVIEW 1

Assignment 3: TPE Domain C

Artifact #3: Supporting Article Review

Heather Martinez

National University

In partial fulfillment of the requirements for

TED 690−Capstone Course

Carol M. Shepherd, Ed.D.

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Abstract

This paper contains a review of Teaching Children with Attention Deficit Hyperactivity

Disorder: Instructional Strategies and Practices by The U.S. Department of Education, Office of

Special Education and Rehabilitative Services, Office of Special Education Programs and

includes personal reflection on how the information contained within the article relates to my

ability to keep all of my students engaged and actively participating, while simultaneously

managing the differing needs of exceptional students.

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This comprehensive overview of teaching strategies for students with ADD/ADHD was

compiled by the U.S. Department of Education to assist teachers in providing these exceptional

students with quality instruction in order to ensure their success. The report states that these

students comprise 3 to 5% of the student population in the United States, which indicates a

strong need for every teacher to develop the proper tools and techniques to help these students

succeed. (U.S. Department of Education, 2006, p. 1) The California Teaching Performance

Expectations include a Domain related to engaging & supporting students in learning. A core

component of TPE 5: Student Engagement is the idea that “if students are struggling and off-

task, candidates examine why and use strategies to re-engage them.” (Commission on Teacher

Credentialing [CTC], 2013, p. 13) I believe that examining why students behave in particular

ways, such as specifically understanding disorders such as ADD/ADHD, is the key to fostering

engagement with exceptional students. With a deeper understanding of how these individuals

interact with the world around them, teachers can create more effective methods of assisting

them in modifying behavior to increase their academic success.

The U.S. Department of Education recommends a three-part strategy when working with

students with ADD/ADHD. The first step is to evaluate the student’s individual needs and

strengths. Taking the time to thoroughly assess students, including feedback from parents and a

multidisciplinary team of teachers, will help create a comprehensive understanding of each

individual student. This evaluation must also take into account “the settings and contexts in

which challenging behaviors occur.” (CTC, 2013, p. 4) The second step involves selecting

appropriate “instructional practices (which) will meet the academic and behavioral needs

identified for the child, (and that) fit the content, are age appropriate, and gain the attention of the

child.” (CTC, 2013, p. 4) The final step in the recommended three-part strategy is the utilization
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of an IEP, with annual goals and supplementary support and services. The final plan should

include “academic instruction, behavioral interventions, and classroom accommodations.” (CTC,

2013, p. 4)

The focus of this process is a deepening connection between student and teacher, as the

teacher seeks to understand their student, recognize their strengths, and provide support. When

approached with a mind-set of cooperation, this level of teacher engagement will ultimately be

reflected by the student’s own engagement. Often times, these students have spent years

receiving negative feedback for their behaviors. Having a teacher who shows a desire to

understand the student and work with them can be a motivating factor for these exceptional

students.

The report by the U.S. Department of Education provides a lengthy list of potential

strategies for assisting ADD/ADHD students in all areas of instruction; introducing lessons,

conducting lessons, concluding lessons, language arts and reading comprehension, phonics,

writing, spelling, handwriting, math computations, math word problems, use of special materials

in math, organizational and study skills, time management skills, behavioral interventions,

classroom accommodations, seating arrangements, and instructional tools. Through the initial

multidisciplinary assessments, teachers must develop a foundational understanding of their

individual student’s needs, as well as their strengths and preferred learning modalities. Using this

information, they can explore these techniques to find those which would be most effective in

their particular situation. Fortunately, teachers often find that incorporating techniques which

support the ADD/ADHD student is beneficial to a number of students in the class. Therefore, a

comprehensive understanding of the various strategies available can increase overall student

engagement, while simultaneously supporting the needs of the exceptional students.

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References

U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office

of Special Education Programs. (2006) Teaching children with attention deficit

hyperactivity disorder: Instructional strategies and practices. Retrieved from:

https://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2006.pdf