Jumana Swaid

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by jumana swaid7 views·Updated Nov 20, 2021
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  1. case study.
  2. Don't. Grade 11.
  3. Adam is currently in my geometry class
  4. diagnosis
  5. A. D. H. D.
  6. Students who have A. D. H. D.
  7. Explain that they get lots of different thoughts at the same time.
  8. It's confusing
  9. and they are always in trouble with someone.
  10. They feel unpopular and unliked
  11. with a differentiated approach to teaching and learning, we can help.
  12. The important thing is to help Adam organize his thoughts
  13. and to be aware of
  14. what is expected of him using regular routines.
  15. Any unexpected change simply creates distraction, uncertainty and confusion
  16. challenges
  17. for students with A. D. H. D.
  18. The classroom setting presents many challenges.
  19. Focusing attention and sitting quietly at the desk
  20. are almost impossible tasks, listening to and following directions,
  21. recalling and retaining information
  22. and completing assignments are overwhelming experiences for such students.
  23. They are also impulsive, react unexpectedly,
  24. neglect to plan easily distracted and
  25. have difficulty with organizational skills.
  26. Adam challenges
  27. languish
  28. reading and spelling
  29. didn't comprehension, difficulty to express his thoughts.
  30. Trouble concentrating when reading
  31. attention, trouble paying attention to details, easily distracted,
  32. trouble and processing, time organizing and finishing tasks mentally foggy
  33. and anxiety
  34. behavior.
  35. His impulsive, hyperactive
  36. and has trouble controlling anger
  37. differentiation.
  38. To help Adam
  39. instructions should be differentiated.
  40. A teacher should
  41. establish short simple classroom rules
  42. incorporate more problem based and students
  43. student based learning into lesson plans
  44. taylor instructions and assignments
  45. assigned work should suit Adam's skill level.
  46. Adam will avoid classwork that is too difficult or too long
  47. and the most important is to use preferred learning styles
  48. environment.
  49. Adam should be seated in a low distraction work area in the classroom.
  50. He should be allowed frequent breaks or time to move around.
  51. Adam responds very well to praise for accomplishments
  52. and efforts.
  53. Her work is a great opportunity for adam to learn communication skills,
  54. create a situation where Adam works with another
  55. student and has to practice active listening and communicating
  56. per adam with classmates who can remind him of tasks
  57. increase active class participation
  58. encourage Adam to sit near positive role models to ease
  59. the distractions from other students with challenging or diverting behaviors.
  60. Learning tools
  61. use multi sensory material to help adam make sense of abstract ideas.
  62. Use technology to assist Adam with tasks,
  63. accommodations,
  64. accommodation does not involve any change in
  65. the expectations of the curriculum outcomes yet
  66. provide support for adam to ensure success
  67. examples,
  68. extended time on tests,
  69. shortened assignments,
  70. segmented assignments for long term projects.
  71. Learning style
  72. and learning preference
  73. auditory
  74. Adam would rather hear instruction and discuss it
  75. in a small group than read the same material
  76. Adam does best and a quiet organized environment
  77. as excess noise easily distracts him.
  78. Adam learns well from beaches and demonstrations with dialogue
  79. Kenneth, static.
  80. Adam enjoys hands on tasks.
  81. Adam likes to be able to move in the classroom and be engaged in activities.
  82. He enjoys opportunities to go on exertions or be outside the classroom.
  83. He loves testing things and experimenting
  84. using technology to assist with tasks
  85. use of applications and computer programs that can help adam states organized
  86. electronic planner apps.
  87. Electronic planners can help reduce
  88. classic A. D. H. D. Symptoms
  89. such as distraction and procrastination,
  90. talking calculators,
  91. talking calculators read aloud each number simple or operation key.
  92. A student process
  93. as well as the answer which helps adam knows whether he pressed the
  94. right keys and verifies the answer before the transfer before he transfers it to
  95. paper.
  96. Audio books and reading Softwares
  97. recorded books allow adam to listen to text,
  98. overcome destructive reading and serve as a
  99. helpful guide for understanding academic concepts.
  100. Electronic math worksheet software
  101. enable adam to organize and work through problems on a computer screen.
  102. Technology can help A. D. H. D.
  103. Students stay focused by providing engaging
  104. fundraise to learn and build concentration skills
  105. and reminds to stay on task.
  106. Technology based tools promote attention
  107. and can support students
  108. tech devices and applications when implemented properly.
  109. Can help reduce issues with the focus and assessed adam and engaging in his work.
  110. Both traditional and technology driven strategies are needed
  111. to address the attention needs of students with a. D. H. D.
  112. By incorporating targeted environmental
  113. organizational and instructional techniques
  114. into the everyday instructional and classroom management practices.
  115. Teachers will be empowered to improve sustained attention
  116. and academic performance of their students with A.
  117. D. H. D.
  118. Thank you