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(cc) photo by Metro Centric on Flickr

(cc) photo by jimmyharris on Flickr

(cc) photo by Metro Centric on Flickr

(cc) photo by Franco Folini on Flickr

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.

Diversity Issue: ADD/ADHD is a

neurobiological/developmental condition that has some ties to a genetic predisposition. 4%-6% of people in the United States have ADD/ADHD. Students with this disorder struggle to attend during tasks, especially those which require any degree of self-monitoring.

Characteristics of ADD/ADHD include:

Physical

Typically, physical characteristics focus around hyperactivity:

• Fidgeting

• Squirming in seat or chair

• Jumping or constantly moving out of one’s seat

Emotional

Students with ADD/ADHD may also develop one or more of the following emotional disorders:

• Oppositional-defiant disorder: children develop hostile feelings toward authority figures, along with negative and defiant behavior.

• Conduct disorder: children develop behaviors including fighting, harming others, and destruction of property; all social barriers to build relationships with others.

• Anxiety and Depression: students may feel nervous and worry excessively.

• Pervasive development: students may display autistic-like behaviors; repetitive statements or movements, poor muscle coordination, or delayed speech development.

• Bipolar disorder: students may have extreme mood swings which interfere with daily life.

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

  • Attention seeking behaviors
  • Failure to begin work
  • Poor work quality, sloppy
  • Ignorance to rules
  • Disruptive and noisy
  • Disorganization
  • Impulsiveness
  • Erratic/silly behavior
  • Persistence when interested in a task
  • Inattention, distractible

Case Study: Julie

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/

Important Information

Add/ADHD Affects Literacy Learning Because…

  •  Students have a difficult time paying attention. Thus, they miss directions, cannot display interest for long periods of time, and sometimes cannot remember having certain conversations
  •  Students make mistakes more often. Without the ability to read fluently, students are unable to pay attention to small details
  •  Organizing an assignment becomes a major task. Without organization skills as well as basic writing skills, students cannot structure writing assignments well.
  •  Some students cannot understand key points of an argument, reading passage, or general lesson.
  •  Students often misplace important class work or homework

  • Julie is a fourth grade student, approximately 9-10 years old.
  • Julie is diagnosed with ADD/ADHD.
  • She is unorganized and often rushes through her schoolwork, which results in silly, careless mistakes.
  • She does not take directions well, and needs to be given one task at a time.
  • Because of her attention issues and below-average literacy skills, Julie struggles to comprehend directions and lacks ease in performing specific tasks.
  • It seems as though Julie has a supportive family life and enjoys camping with them. She also enjoys horses.

How Add/Adhd Affects Literacy Learning

  •  ADD/ADHD affects literacy learning because without the ability to read, write listen, and speak fully, Julie and other students with ADD/ADHD have a more difficult time:
  •  Pronouncing and using words correctly
  •  Organizing thoughts and planning what to say and/or write
  •  Understanding sounds and words (reading and following directions)
  •  Remembering information (instructions/directions)
  •  Understanding figures of speech
  •  Reading words or sentences for basic information (to pick out key points or general idea of a reading assignment)
  •  Analyzing text and forming an opinion
  •  Proofreading work and picking out grammatical and spelling errors
  •  Reading aloud
  •  Spelling, grammar, punctuation, and structuring ideas when writing an essay or opinion paper
  • Spelling, grammar, punctuation, and structuring ideas when writing an essay or opinion paper

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.

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