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get to know your students, let them tell you stories Support student’s participation in the classroom
ask the student to talk with you about what they need Use peer mediation
share your own stories with your students Social skills classes/lessons
pause during lessons to let students buddy share Problem/conflict solving sessions
help students learn to negotiate relationships with peers Avoid bringing differences between ADHD students and
their classmates
Conflict resolution training may be helpful for children with Post office
ADHD, their teachers, and
family members.
Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles with
appropriate behavior?”
involve students in the lesson to ensure they stay on task Have self management systems for students
explicitly teach what paying attention looks like, and practice Token Economy System
that
have a secret signal for student to refocus and enter the Use tangible rewards
learning
share calming techniques with students Use behavioral contracts and management plans
limit negative interactions with the student Positive behavioral interventions and supports
create opportunities to focus by allowing student to listen with Functional Behavioral Assessment
eyes closed or give them a place in room to look at and
remove token reinforcers for negative and off task behavior Remove nuisance items
Identifying strategies to ensure medication compliance can Support students participation in the classroom
minimize preventable, negative impacts on student’s academic
performance.
Having school hour dosage time(s) written into the student’s Recorded books- This engages students within the reading
journal.
The teacher setting an alarm on their phone to remind the Movement activities
student it’s time for his/her dosage.
Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with this
disability?”
allow students to work outside the classroom, away from Help students focus by reminding them to keep working and to focus
distractions on their assigned task/
make the classroom feel like a safe place for learners Monitor the noise level in the classroom and provide corrective
feedback as needed
seat student near the from of the room, and away from talkative Provide advance warning that the lesson is about to end.
students
replace ticking clock for a digital or silent on in classroom Establish a fixed time each day for silent reading
turn off the ringer/ noise on all phones in classroom Standards for writing assignments- ensure that they are clear
seat student facing away from windows or doors Quiet place for handwriting
leaving only a few decorations up and just rotating the Special writing paper
appropriate ones throughout the year
computer assistance
give students tasks such as handing out papers to practice State needed materials.
organization
reduce the amount of papers the students bring back and Highlight key points in instruction and on worksheets
forth to class
post assignments online Make available to students a second set of books that they can
keep at home so that they don’t lose track of them
record the lesson (with note taking or recording) Creating a daily activity schedule for students to know the system
day-to-day
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively
support the learning of students with this disability?”
LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the needs of
students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
give your lesson with 5-10 minutes of lecture at a time Select appropriate instructional practices
alter the length and/or frequency of lessons Teach according students IEP
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively
support the learning of students with this disability?”
INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals, handouts,
smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively
support the learning of students with this disability?”
INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work and
independent practice- that will meet the learning needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
break down assignments into smaller tasks to address Divide work into smaller units
sequencing problems
cut back on the number of problems assigned , Check assignments
Word Bank
Visualize Composition
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most effectively
support the learning of students with this disability?”
ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning needs of
students with this disability while accurately assessing mastery of the lesson objectives?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Sources:
Adams, Caralee. "Girls and ADHD." Instructor, Apr. 2007, pp. 31-35.
DuPaul, George J., et al. "ADHD in the Classroom: Effective Intervention Strategies." Theory into Practice, vol. 50, no. 1, Jan.
jhj2011, pp. 35-42. EBSCOhost, doi:10.1080/00405841.2011.534935.
Hamilton, Nancy J. and Randall L. Astramovich. "Teaching Strategies for Students with ADHD: Findings from the Field." Education,
jhjvol. 136, no. 4, 01 Jan. 2016, pp. 451-460. EBSCOhost,
jhjlogin.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1104213.
Henderson, Kelly. Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 2008. U.S.
jhjOffice of Special Education Programs, U.S. Dept. of Education, 2008.
Medoff, Lisa. "Building Bridges with Students Who Have ADHD." Educational Leadership, Sept. 2016,
pp. 45-48.
Melago, Kathleen A. “Strategies for Successfully Teaching Students with ADD or ADHD in Instrumental Lessons.” Music
jhjEducators Journal, vol. 101, no. 2, 2014, pp. 37–43., doi:10.1177/0027432114547764.