Title: Teaching Students with AttentionDeficit/Hyperactivity Disorder
Type of the resource: Handbook/Guide/Manual
Funded by: British Columbia
Authors:
Type of disability: ADHD
Target education level: Early childhood
Primary education
Secondary education
Language(s): English
IPR: Yes
OER: Yes
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
This resource guide is intended to assist teachers in planning and providing supports for students displaying the characteristics associated with ADHD. In some cases, a formal diagnosis has been made or assessment has been requested. In other cases, the student needs support to achieve success even though a diagnosis has not been made.
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
Sources and means of verification: (What are the sources of information for these indicators?)
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
What is AD/HD?
• Addressing Learning and Behavioural Differences in the Classroom: Some general considerations
• How Can AD/HD Be Effectively Managed?
• Planning for Success at School
• Case Studies of students with AD/HD
• How to access additional information
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Acknowledgements
Introduction
5 What is AD/HD?
Diagnostic Criteria
Inattention Symptoms
Hyperactivity Symptoms
Impulsivity Symptoms
The DSM IV outlines three types of AD/HD
9 Can other disorders accompany AD/HD ?
Are there other conditions that produce similar symptoms?
AD/HD in the Classroom
Myths about AD/HD
Addressing Learning and Behavioural Differences in the Classroom: Some General Considerations
13 Informal Collaboration
Referral to the School-Based Team
Referral to District Based Services
Parent Referral to Community Based Services
When a Student Needs Assistance
How Can AD/HD Be Effectively Managed? Increasing Understanding of AD/HD
17 Enhanced Skills for Managing Students with AD/HD
Strategies to Enhance Self-Esteem in Students
Restructuring the Environment
Enhanced Home-School Communication
School Based Support Services
Medical Intervention
Planning for Success at School
Addressing Diverse Needs in the Classroom
Classroom Based Strategies
Individualized Strategies
Accommodating the student with AD/HD
Case Studies
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Attachment:
URL: https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/inclusive/teaching-students-with-adhd.pdf
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