Links & Resources
Learn Alberta:
http://www.learnalberta.ca/content/inmdict/html/adhd.html
Center for ADHD Awareness:
http://www.caddac.ca/cms/page.php?50
Toolkit Resource:
http://www.insideadhd.org/Toolkit.aspx
U.S Department of Education:
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching.html
http://www.learnalberta.ca/content/inmdict/html/adhd.html
Center for ADHD Awareness:
http://www.caddac.ca/cms/page.php?50
Toolkit Resource:
http://www.insideadhd.org/Toolkit.aspx
U.S Department of Education:
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching.html
Videos
Watch above for classroom strategies for working with students with ADHD.
Definition & AB Education Code"Attention deficit/hyperactivity disorder (AD/HD) is a neurobiological condition that can cause inattention, hyperactivity and/or impulsivity, and other learning difficulties. Research suggests that AD/HD is most likely caused by abnormalities in certain neurotransmitters or messengers in the brain, making the brain inefficient or sluggish in the areas that control impulses, screen sensory input and focus attention.
There are three types of AD/HD: predominantly hyperactive-impulsive type, predominantly inattentive type, and combined type. Signs of hyperactivity may include restlessness, squirming and fidgeting, and excessive talking. Signs of impulsivity may include acting without planning or thinking first, difficulty following rules and steps, interrupting others, and difficulty managing frustration, emotions and transitions. Signs of inattention may include losing or forgetting things, frequently "tuning out," difficulty following instructions, missing important details, difficulty staying on-task and completing assignments, poor organizational skills, difficulty with short-term memory and recall, distractibility and problems with focusing and maintaining attention. Students with predominantly inattentive type AD/HD may not be diagnosed until upper elementary and junior high school when the demands for organization and independence increase. Combined type AD/HD is diagnosed when six or more signs of hyper-impulsive type and inattentive type are present. No one direct cause of AD/HD has been identified. Attention deficit/hyperactivity disorder tends to run in families, and does occur in both boys and girls but boys are much more likely to be diagnosed." (Learn Alberta) Code:43 |
Characterisitics & BehaviourHyperactivity/ Impulsivity
-restlessness -fidgeting -squirming -excessive talking -acting before thinking -hard time following rules and steps -interrupting others -hard time managing emotions and transitions -hard time managing frustration Inattention -forgetting things and losing things -distracted during instructions -poor organizational skills -hard time with short-term memory and recall -difficulties with focusing and maintaining attention In the Classroom Reading Students with AD/HD may have strong decoding and word recognition skills but struggle with recall and comprehension of reading material because of a tendency to skim read or word-read without attention to meaning. Writing Many students with AD/HD have difficulty with writing. Common difficulties include spelling, editing, self-monitoring, and generating, planning and organizing ideas. Underdeveloped fine motor skills may contribute to difficulty with the physical act of writing legibly with speed and precision. These difficulties may result in fatigue, inefficiency and frustration. A hasty approach to a task can also affect legibility. Mathematics Students with AD/HD may have difficulty remembering math facts and procedures. Inconsistent performance may also be due to careless errors (e.g., failure to notice operational signs) and neglect of self-monitoring strategies. Slow and inefficient copying and misaligning of numbers may also interfere with success in math. (Alberta Education) |
StrategiesStress Management techniques:
Allows for teachers to give students appropriate outlets. Physical activity, relaxation, and music are three techniques that can be implemented as strategies to help students with ADHD. 1-minute mind vacation:
Allows the student to have that time to themselves to get focused again. Example, squeeze ball, talking to class animal, music, drawing, anything that the student enjoys. Self Talk
Encourage the student to use self-talk to work through more challenging tasks (e.g., "First I have to ___, and then I have to___."). Checklists
Provide checklists, graphic organizers, visual referents and examples to help the student plan ahead and to stay on-task. |