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Instructional Practices and Modifications:
•Shortened assignments
•Prompts on materials to encourage focus and importance
•Use of pictures, graphics and audio for engagement
•Connect learning to student interests
•Repeated directions, student repeats directions to teacher before beginning work
•Schedules and charts to encourage organization
•Self-check list for student work
Specific Examples of Instructional Practices
• Provide an advance organizer.
Prepare Julie for the day's lesson by quickly summarizing the order of various activities planned. Explain, for example, that a review of the previous lesson will be followed by new information and that both group and independent work will be expected.
• Help her correct her own mistakes.
Describe how Julie can identify and correct her own mistakes. For example, remind her that she should check her calculations in math problems and reiterate how she can check her calculations; remind Julie of particularly difficult spelling rules and how she can watch out for easy-to-make errors.
• Lower noise level.
Monitor the noise level in the classroom, and provide corrective feedback, as needed. If the noise level exceeds the level appropriate for the type of lesson, remind all students-or individual students-about the behavioral rules stated at the beginning of the lesson.
• Use cooperative learning strategies.
Have students work together in small groups to maximize their own and each other's learning. Use strategies such as Think-Pair-Share where teachers ask students to think about a topic, pair with a partner to discuss it, and share ideas with the group; this will benefit Julie because she would be in a smaller group setting.
Cognitive
Students with ADD/ADHD
have normal to slightly below normal IQs.
Recommendations for Julie (3 specific recommendations):
First Recommendation:
Establishing a daily assignment notebook. This will help Julie keep track of her work and not lose it, also it will help her organize.
• Julie will have to correctly writes down all assignments each day.
• Julie will sign the notebook daily to signify completion of homework assignments and inclass assignment. (Her parents should also sign.)
• Julie will use it for communication with her teacher. They can refer back to the notebook when discussing a topic and how it should be complete or when it is due. This is because she will have it written down.
• Julie will only write and think about one task at a time.
Second Recommendation:
Tips for Julie during her testing (which should be extended time due to her condition)
• During tests Julie should be getting a time modification so she has extended time. During her testing she should use a highlighter to highlight words that she may need to go back to, or important vocabulary words for that topic. She could also use small sticky notes to jot down important notes while she is reading and then stick it there. Also during tests it is important for Julie to know that she can take a stretch break to relax and bring her thoughts back. Since it is easy for her to get off task she needs those breaks more frequently than others.
Third Recommendation:
For reading comprehension and fluency
• Julie can choose from several reading comprehension and fluency strategies to use away from the everyday written assignments. She should use different strategies for fluency like follow alone reading, partner reading.
• For comprehension Julie should do story boards and word banks while listening to reading or while reading to herself. She can draw out the book and then refer to her illustrations when being asked what it was about. A word bank will help because as she is going she can write down words she does not know or that are hard to spell. After she is done reading she can look up the definitions and practice spelling the words since that is an issue for Julie as well.
Social/Environmental
Written By:
Rebecca Dunn
Rachel Fahrner
Carla Ragusa
Caitlin Sansonese
References
Bergeson, Boyd. (May 5, 2011). Common Characteristics of ADHD Retrieved from
http://www.livestrong.com/article/109434-common-characteristics-adhd/
Chapman, V. (2011) www.q4s.eu
ERIC EC Digest# E569. ( September 1998). Children’s Disabilities Information,
Retrieved from http://www.childrensdisabilities.info/adhd/teaching-adhd.html
Gipe, J.P. (2010). Multiple paths to literacy. Boston, MA: Pearson Education Inc
Jaksa, Peter. Ph.D. (1998). Helping Adults with ADHD Lead Better Lives, Retrieved from http://www.add.org/?page=ADHD_Fact_Sheet
Nigg, Joel T. PhD.(March 18, 2009 ) Cognitive Impairments Found With Attention-
Deficit/Hyperactivity Disorder. Retrieved from
http://www.psychiatrictimes.com/adhd/content/article/10168/1389777?pageNumber=2
Shaw, Jerry. (Aug 10, 2010). Retrieved from http://www.livestrong.com/article/200304-emotional-dangers-of-adhd/
Add/ADHD Affects Literacy Learning Because…
How Add/Adhd Affects Literacy Learning
Learning Differences…
Sitting still, listening quietly, concentrating, and following directions are just a few things that Julie, and other students with ADD/ADHD have a hard time doing. This makes learning much harder than the average student.