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Special Education Assignment 2-Learning Disabilities and ADHD

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Meghan Parsons

on 14 July 2014

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Transcript of Special Education Assignment 2-Learning Disabilities and ADHD

Executive Functioning

What are some practical ways we can regularly incorporate goal setting and self-monitoring strategies in the classroom?

What is Attention Deficit Hyperactivity Disorder (ADHD)?
Still not satisfied? Everything you wanted to know about ADHD!
Learning Disabilities and ADHD
Xuan Le, Jillian Murphy, Michael Newell, Meghan Parsons, Dina Rawdah
Additional Resources


Attitude Magazine
Full of resources and articles for FREE!
Application and Contextualization

Students who have ADHD like to talk a lot, the teacher could have a speech program designed for them that is consistent throughout the year. S/he could make them write about and make a speech for every topic they learn about throughout the year. This will motivate the student because s/he will be rewarded by gaining exposure to public speaking which they already do, in a consistent, systematic way. To achieve that the student will need to focus on organizing and planning their speeches/mini projects which is one element they need to work on. Rehearsing will teach him or her planning skills and practice will teach them self-regulation skills as they will learn from consistent speech making that they have control over the output of what they write. This supports differentiated instruction, because the other children in the class can participate too even though they have different roles. This promotes empathy and understanding because of the students listening to the speech and learning the right manners to set the example for the ADHD student, and vice versa, they will learn about his or her personality and learn to appreciate it because of what he or she is sharing with them. When the speech giver is asked questions he will learn intrapersonal skills and compassion because asking her or her question shows interest. The ADHD’s self-esteem will increase because of this leadership opportunity. Also a high need for students with ADHD is the need for attention which they will getting through this repeated exercise. If the student with ADHD gets attention perhaps they will learn to give attention. The positive feedback s/he gets under the guidance of the class by the teacher, will ensure s/he feels reassured and accepted.

A consistent and systematic approach will mean that the student also has options 1) to share the speech in front of the class; 2) share it with the teacher at his/her desk; 3) like reading buddies, share it with a speech buddy. The student also has the option of using graphic organizers and visual aids to help him/her organize their information and it will also help them focus and keep them busy. Help in sequencing could be by allowing the student to organize the speeches into related speeches that s/he has done. To prevent the student from tuning out they can be rewarded throughout the process by having a chart of achievement and could win a prize after a certain set of speeches are done, so they know they have to do more than one.

Thought Provoking Activity
Misunderstood Minds is a website that accompanies a PBS documentary on Learning Disabilities. The website, http://www.pbs.org/wgbh/misunderstoodminds/, features a number of simulation activities so that you can experience firsthand what it might be like for someone with attention, reading, writing, and/or math learning disabilities. The following link is intended to simulate what an auditory activity is like when you have ADHD such as listening to instructions without being able to listen through or filter out distractions. This activity may assist teachers and parents to better understand ADHD and the challenges that accompany the disorder. In turn, teachers and parents alike can better accommodate their needs and help kids with ADHD learn.

Direct link to activity:

Article Summary
Discussion Question
What do you think is the most important thing to consider when teaching a student with ADHD?
Do you trust that ADHD is always diagnosed accurately?

Article Summary
Discussion Questions
Discussion Questions
Article Summary
Classroom Management Strategies for Students with ADHD
What are some classroom management strategies you have employed that you find help students with ADHD?
Is it fair or appropriate to use some of these strategies for a whole class? Which strategies? When may it not be appropriate?

Discussion Questions
Strategy Table
Living with ADHD a BBC Documentary that demonstrates ADHD in action and how families deal with it.
ADHD and Meditation
Student's accounts of using meditation to help them re-focus
Resource Book
Pfiffner, L.J. (2013). All About ADHD: The Complete Practical Guide for Classroom Teachers (2nd Ed) Scholastic Teaching Resources.
Outlines research-based, classroom-tested strategies for working with students with ADHD.
How can we, as teachers, focus more on the positive aspects of having ADHD?
Do you believe there is merit in prescribing stimulants to children diagnosed with ADHD? When may it be appropriate or not?
Stephen Tonti discusses his experiences with school and ADHD. He highlights positive attributes of having ADHD such as being able to explore a variety of career paths in his youth.


This online article assists parents and teachers in helping children with ADHD be successful in school. It provides parents with tips on effective ways of working with teachers as well as provides teachers with strategies on making learning fun and managing symptoms of ADHD in the classroom.

discusses medication and provides a link that discusses the types of medication as well as outlines the benefits and disadvantages. The link can be accessed here: http://www.helpguide.org/mental/adhd_medications.htm
Learning Disabilities Association of Ontario-Provides a snapshot of what ADHD is and how parents and teachers can help students with ADHD. It also discusses a variety of interventions that work such as teaching with active engagement in mind.

Is ADHD a disorder? Are children over medicated? In this
, Dr. Gabor Mate discusses his personal struggles with ADHD and his
, Scattered Minds: The Origins and Healing of Attention Deficit Disorder
Dr. Gabor Mate’s account of how medication functions for individuals diagnosed with ADHD/ADD.
“Even though people with ADD/ADHD are often hyperactive, their brain waves are slower at times when they would be expected to be faster (such as when reading or attempting demanding tasks). Like a policeman directing traffic at a busy intersection, the brain's prefrontal cortex sorts out and organizes sensations coming from the body and the environment, inhibiting those that are not useful in a given situation. When the prefrontal cortex does its job, there is order In people with ADD/ADHD, the prefrontal cortex is like a policeman asleep on the job. Sensory information floods in without being filtered or prioritized. The result is an unfocused, scattered mind. Traffic is gridlocked. ADD/ADHD medications wake the policeman up, allowing the prefrontal cortex to do its job and direct traffic more efficiently.”

Joey Pigza Swallowed the Key by Jack Gantos
A series following a boy named Joey Pigza and his inability to control his impulses due to ADHD. This resource could be great to read with your Junior/Intermediate students to enable them to better understand what it is like to have ADHD.

Resource Book
Shapiro, L. (2010). The ADHD Workbook for Kids: Helping Children Gain Self-Confidence, Social Skills, and Self-Control. : New Harbinger Publications.
Cimera, R. E. (2002). Making ADHD a Gift: Teaching Superman How to Fly. Lanham: Rowman & Littlefield Publishers.

Helps students become a good listener and a good friend, make school easier and more fun, recognize his or her special gifts and build self-esteem, practice planning ahead and learn responsibility
Teach Spec Ed is brought to you by the Ontario Teacher Federation. This link provides teachers with instructional, environmental and assessment strategies for a wide range of learning disabilities.
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