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ADD/ADHD Assistive Tech
Transcript of ADD/ADHD Assistive Tech
ADD & ADHD
Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) are conditions in individuals who have difficulty maintaining an attention span because of their limited ability to concentrate.
IDEA states that school districts must consider assistive technology for any child in special education. That means that for any child receiving special education services, the educational team must ask if there is a device that will “increase, maintain, or improve functional capabilities” of that child. If the answer is yes, the school district must provide certain services:
LOW TECH VS. HIGH TECH
"low" tech-simple and low cost
can be used in all subjects and grade levels
assist students in many ways and can be differentiated for each student
make the material less intimidating for students that shut down quickly
help provide direction
help students to organize content and to also pick out the essential information.
"Any item, piece of equipment, or product system, whether acquired commercially or whether off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of people with disabilities" (Technology-Related Assistance for Individuals with Disabilities Act of 1988)
helps students maintain focus for a period of time
gives a sense of perspective- how long they need to work
keep an impulsive student engaged and focused– the student can time themselves to finish a sorting assignment or any other quick activity
Some behaviors that are observed in the classroom:
According to the WGBH Educational Foundation (2002), there are “three types of patterns of behavior that indicate ADHD: inattention, hyperactivity, and impulsivity (difficulty controlling one’s actions)”.
ADD and ADHD are not included in IDEA as eligible disabilities, but if the ADD or ADHD impacts educational performance, the student may be considered "Other Health Impaired."
Section 300.7(c) of the IDEA regulations:
(9) Other health impairment means having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia; and
(ii) Adversely affects a child's educational performance.
Parents report that approximately 9.5% of children 4-17 years of age (5.4 million) have been diagnosed with ADHD as of 2007.
Boys (13.2%) were more likely than girls (5.6%) to have ever been diagnosed with ADHD.
As of 2007, parents of 2.7 million youth ages 4-17 years (66.3% of those with a current diagnosis) report that their child was receiving medication treatment for the disorder.
-becoming easily distracted by irrelevant sights and sounds
-failing to pay attention to details and making careless mistakes
-rarely following instructions carefully and completely
-losing or forgetting things like toys, or pencils, books, and tools needed for a task
-feeling restless, often fidgeting with hands or feet, or squirming
-running, climbing, or leaving a seat in situations where sitting or quiet behavior is expected
-blurting out answers before hearing the whole question
-having difficulty waiting in line or for a turn
(WGBH Educational Foundation, 2002)
To provide students who have special needs with comprehensible technology that promotes growth and development
Goals of Assistive Technology with Learning Disabilties
Provide students with a consistent routine whenever it is possible and let them be aware of the daily plan/daily routine.
Keeping in mind that children with ADHD need to be taught behaviors, specifically when a task is difficult or lengthy. Break it down into steps and make instructions clear and manageable.
BE A ROLE MODEL. Students with ADHD need a role model more so than other students. This is referring to modeling assignments and tasks as well as modeling appropriate behavior.
Allow students time to organize their materials, folders, and papers. Organization is especially key for students who have ADHD because the more organized they are, the fewer distractions they will have.
Teach ADHD: Research Project with Sick Kids
Ontario Teachers’ Federation: OTF Gateway to Special Education
Totally ADD (website more for Adult ADD with comedian Rick Green and Dr. Umesh Jain, Sick Kids very funny)
Schools Attuned Learning Database
Strategies for Teaching youth with ADHD
LD Online /Class Management http://www.ldonline.org/indepth/classroom
50 tips on Classroom Management for ADHD
Goin’ to College Resource for Teens w Disabilities
Writing Fun (writing templates)
Letter Generator-writing support
Ginger Software (corrects grammar)
Voice Thread (create audio presentations)
Telescopic Text: Click to expand!(I made tea) http://www.telescopictext.com
Free Brain Strengthening Games
Super Teacher Tools: Flash based motivation games:
Universal Design for Learning: Differentiate to Ensure; Multiple Means of Representation, Multiple Means of Expression, and Multiple Means of Engagement
New Cast Science Writing Online Toolkit
ADHD and Implications for the Classroom
Websites & Resources:
Something to think about...
A student who can not sit still for very long, answers without raising his hand, and says what ever is on his mind has which of the three most common ADHD characteristics?
Although a student who has ADHD might not be academically struggling, why would they need to go to a separate testing location?
The federal government recognized the importance of assistive technology for students when it revised the Individuals with Disabilities Education Act (IDEA) in 1997 and again in 2004.
and if you, your child or the staff in your child’s school need training to use the device, that training must be provided, too.
if the evaluator recommends a device, it must be acquired;
a qualified evaluator must complete an assistive technology evaluation;
For more detailed information regarding the 6 steps visit www.ldonline.org
6 Steps to finding appropriate AT
"high" tech- sophisticated
text to speech
Electronic math worksheet software
Apple Inc. (2013). Special education. Retrieved from http://www.apple.com/education/special-education/ios/
Brad's Story: A 12 year-old with ADHD. YouTube. Retrieved from:
Building the Legacy: IDEA 2004
Centers For Disease Control
Mcclanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: How
use of an iPad facilitated reading improvement. TechTrends, 56(3), 20-28. doi:http://dx.doi.org/10.1007/s11528-012-0572-6
Shelton, Procaila & Miller. Assistive Technology and Educational Best Practices for Students with ADHD. Retrieved from:
WGBH Educational Foundation. (2002). Difficulties with attention. Retrieved from
1. Collect child and family information. Discuss the child's strengths, abilities, preferences and needs. What strategies have been found to work best?
2. Identify activities for participation. Discuss the various activities within the environments that the child encounters throughout the day. What is preventing him/her from participating more?
3. What can be observed that the intervention is successful?
4. Brainstorm AT solutions. Start with what is already available in the environment and consider adaptations to those materials.
5. Try it out. Determine when the AT intervention will begin and create an observation plan to record how the child participates with the AT supports.
6. Identify what worked. Remember this is a learning opportunity for both the teacher and the student. Make modifications as needed and try again.
enables students to organize and work
through problems on a computer screen (MathPad,MathTalk)
students with ADHD have trouble writing
out math problems.
Students with ADHD have trouble managing their time
support diverse learners' needs
helps students with attention or sensory challenges stay on task
organizational tools that can support learning (ie. planning, managing, or completing homework)
has built-in programs to support students that are learning-disabled or who have been diagnosed with ADHD.
A teacher can limit an iOS device to stay on one app by disabling the Home button, and even restricting touch input on certain areas of the screen preventing students with ADHD from using other applications that might distract them from learning. (Apple Inc., 2013).
Assisitve technology is technology used by individuals with ADHD in order to perform functions that might otherwise be difficult or impossible.
• Introduce teachers to the various behaviors of students with ADHD.
• Understand and manage behaviors associated with ADHD in order to provide the best learning environment.
• Provide examples of Assistive Technology that work for students with ADHD.
Shawn Brown, Autumn McPartlin, &