1 / 29

ADHD to Inclusion

ADHD to Inclusion. Understanding ADHD for full academic inclusion. Attention deficit hyperactivity disorder (ADHD).

flo
Télécharger la présentation

ADHD to Inclusion

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. ADHD to Inclusion Understanding ADHD for full academic inclusion.

  2. Attention deficit hyperactivity disorder (ADHD) • ADHD is a problem with inattentiveness, over-activity, impulsivity, or a combination. For these problems to be diagnosed as ADHD, they must be out of the normal range for the child's age and development. Hallahan, (2009)

  3. Diagnostic Criteria • Student must have six or more of any of the following symptoms and they must persist for more than six months to a degree that is maladaptive and inconsistent with developmental levels. Hallahan, (2009)

  4. Students with ADHD symptoms • Inattention symptoms:Fails to give close attention to details or makes careless mistakes in school work Difficulty sustaining attention in tasks or play Does not seem to listen when spoken to directly Does not follow through on instructions and fails to finish schoolwork. Difficulty organizing tasks and activities Avoids or dislikes tasks that require sustained mental effort (such as schoolwork)Often loses assignments, pencils, or books. Hallahan, (2009)

  5. Symptoms • Hyperactivity symptoms: Fidgets with hands or feet or squirms in seat Leaves seat when remaining seated is expected Runs about or climbs in inappropriate situations Difficulty playing quietly Often "on the go," acts as if "driven by a motor," talks excessively. Hallahan, (2009)

  6. Symptoms • Impulsivity symptoms:Blurts out answers before questions have been completed Difficulty awaiting turn Interrupts or intrudes on others (butts into conversations or games). Hallahan, (2009)

  7. Overcoming ADHD

  8. Pro Labels make non-disabled people more tolerant General education classes make students feel they belong It would give the student at chance to not be different Con Labels can make children feel unworthy General education classrooms are above the ability of the students It would make the student feel like an outcast Pros and Cons for Inclusion Hallahan, (2009)

  9. Challenges for Inclusion • Proper Assessment • Teacher Collaboration • Positive Environment • Effective Curriculum

  10. Functional Behavioral Assessment Positive behavioral intervention and support FBA involves determining the consequences, antecedents, and setting events that maintain such behaviors. PBIS involves systematic ways of supporting desired behavior instead of punishing Hallahan, (2009) Proper Assessment

  11. Support Punishment Behavioral results

  12. The Effects of Self-Management in General Education Classrooms on the Organizational Skills of Adolescents With ADHD • In this article it is showing that if a child has appropriate self-management the child can gain control of their abilities they can become successful over ADHD. Behavioral modification and support are the base line for any successful child with a disability.

  13. Teacher Collaboration • One teach, One drift • Station Teaching • Parallel Teaching • Alternative Teaching • Team Teaching

  14. Positive Environment • The environment must be structure with no changes in routine and have a clear understanding of what is required of the students. The physical classroom must be without major distractions and be very pleasant in appearance (almost bland to prevent over stimulating the student). Hallahan, (2009)

  15. Too bland

  16. Perfect Environment

  17. Effects of Environment • “Conversely, when people feel a sense of belonging they are more motivated, engaged, attentive, participatory, and more likely to take risks and learn. Research establishes a strong connection between belonging and how well students feel and perform in school”(Causton-Theoharis, Julie. Theoharis, George 2008).

  18. Introducing lessons Provide advanced organizers Review past lesson State needed materials Set learning expectations Simplify instruction Effective Curriculum

  19. Conducting Lessons Be predictable Support the students in the classroom Check students performance Ongoing evaluations Work in smaller units Reduce timed tests Effective Curriculum

  20. Concluding Lessons Provide advanced warnings Check assignments Preview the next lesson Effective Curriculum

  21. Transition to Adulthood • A complete History will be needed for the transition to be productive. • The history can be the key to success for the adult, in college or their career.

  22. Attention deficit hyperactivity disorder adults: Comorbidities and adaptive impairments • This article is addressing the problem that adults have when there is a transition from adolescence to adulthood with ADHD. The potential problems with with this can include social impairments and psychiatric disorders. • Murphy, K & A. Barkley, A., R (1996)

  23. Impact of comorbidity in adults with attention deficit/hyperactivity disorder This article addresses the issue of the impact of adults with ADHD in society. It talk about health care cost and the affect the adults with ADHD have on the over all social cost of the disease. Biederman, J. (2004)

  24. The over all affect of ADHD • As the articles have stated there is a need to address ADHD in adults but as educators it is important to identify this disability in children and help them work with it as they move into adulthood.

  25. Overcoming ADHD as an adult • Keeping a well structure environment. • Continuing support: counseling, family, teachers • Following past success • Keeping a positive outlook • Coaching

  26. Coaching • The trust needed for the ability to overcome ADHD

  27. Conclusion • Like any disability there is a need for understanding, trust, and the willingness from all involved, to be successful. Educators can work with the inclusion of ADHD by using their support teams, adapting to new methods of teaching, and learning from their students with disabilities.

  28. Reference Hallahan, P., Daniel, Kauffman, M., James, Pullen, C., Paige. 2009. Exceptional learners. Pearson education, Inc Causton-Theoharis, Julie. Theoharis, George, (2008).Creating Inclusive Schools For All Students. Published by the American Association of School Administrators, 24-31. Murphy, K & A. Barkley, A., R (1996). Attention deficit hyperactivity disorder adults: Comorbidities and adaptive impairments. Published by Elsevier Inc

  29. References Biederman, J. (2004) Impact of comorbidity in adults with attention deficit/hyperactivity disorder. Journal of Clinical Psychiatry, Vol 65. 3-7 Gureasko-Moore, S.Dupaul ,J., G P. White, P., G, (2006).The Effects of Self-Management in General Education Classrooms on the Organizational Skills of Adolescents With ADHD

More Related