(Rebel Circus, n.d.)
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Definition/Diagnosis:ADHD is defined as Attention Deficit/Hyperactivity Disorder, and like other disabilities, varies widely in its effects and symptoms. The American Psychological Association estimates ADHD impacts 5% of the student population. ADHD is a behavioral disorder listed under "Other Health Impairments" in IDEA '04 [Individuals with Disabilities Act]. IDEA 'O4 guarantees students with disabilities recieve free, appropriate public educations in the least restrictive environment. Most students with ADHD do not recieve special education services. Some ADHD does not significantly impair students' learning. Many students with ADHD also have other overlapping disabilities. ADHD is characterized by hyperactivity and lacking alertness.
(Bryant, Bryant, & Smith, 2016) |
Symptoms/Signs:
Some students with ADHD do not exhibit behaviors severe enough to warrant intervention. Others demonstrate severe hyperactivity, inattention, and difficulties managing social situations. Medical professionals diagnose a student with ADHD if the student shows hyperactivity or behavior lacking in attentiveness for six months or longer (prior to the age of 12). Students with ADHD often struggle with interpersonal relationships (in the form of rejection), impulsiveness, disorganization, excessive fidgeting and talking, and anger management. In adolesence, ADHD often manifests in the form of risky behaviors (i.e. substance abuse). Boys are exponentially more likely to be diagnosed with ADHD.
(Hamilton & Astramovich, 2016)
(Hamilton & Astramovich, 2016)
Accommodations:
Students with ADHD require structure, routine, and direct instruction. Students with ADHD value rules and often find themselves at odds with peers when they try to reinforce the rules they have learned and practice on their peers. Students with ADHD struggle to interact with peers in positive ways and so, they, their teachers, and their parents need lessons in conflict resolution. Conflict resolution skills not only put students with ADHD, their peers, and their teachers in safer environments, they help students with ADHD construct positive relationships with teachers. These positive student-teacher relationships allow teachers to better manage challenging and potentially dangerous behaviors from students with ADHD when they do occur. Teachers can support students with ADHD by assuming The Supportive Stance when conflict arises. The Supportive Stance helps teachers deescalate threatening situations by communicating respect and safety to students with ADHD (Crisis Prevention Institute, 2016). Teachers can also support students with ADHD by giving them individualized assignments (as a break from peers and way to stay focused on a task), increasing their organizational skills, and providing them one-on-one instruction. Students with ADHD may also benefit from modifications in the classroom environment, which allow them to fidget and move around in a nondistracting way.
(Hamilton & Astramovich, 2016)(Crisis Prevention Institute, 2016) |
(Crisis Prevention Institute, 2016)
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References:
Bryant, D.P., Bryant, B.R., Smith, D.D. (2016). Teaching students with special needs in the classroom. Los Angeles, CA: SAGE.
Crisis Prevention Institute. (2016). The CPI Crisis Development Model. Retrieved from https://www.crisisprevention.com/
Hamilton, N.J. & Astramovich, R.L. (2016).Teaching strategies for students with ADHD: Findings from the field. Education, 136(4). Retrieved from http://0-eds.b.ebscohost.com.dunnlib.simpson.edu/eds/pdfviewer/pdfviewer?sid=6f9a5a43-e7c3-4485-9150-56bc98f6c8e3%40sessionmgr101&vid=2&hid=121
Rebel Circus. (n.d.) Is kindergarten a cause of ADHD? [online image]. Retrieved December 14, 2016 from http://www.rebelcircus.com/blog/kindergarten-cause-adhd/
Bryant, D.P., Bryant, B.R., Smith, D.D. (2016). Teaching students with special needs in the classroom. Los Angeles, CA: SAGE.
Crisis Prevention Institute. (2016). The CPI Crisis Development Model. Retrieved from https://www.crisisprevention.com/
Hamilton, N.J. & Astramovich, R.L. (2016).Teaching strategies for students with ADHD: Findings from the field. Education, 136(4). Retrieved from http://0-eds.b.ebscohost.com.dunnlib.simpson.edu/eds/pdfviewer/pdfviewer?sid=6f9a5a43-e7c3-4485-9150-56bc98f6c8e3%40sessionmgr101&vid=2&hid=121
Rebel Circus. (n.d.) Is kindergarten a cause of ADHD? [online image]. Retrieved December 14, 2016 from http://www.rebelcircus.com/blog/kindergarten-cause-adhd/