1. ADHD and the Inclusive Classroom: Strategies for Success of ALL Students Presented by The Misfiring Synapses: Lonna Carrier, Jim Hodges, Stephen Kolze, Jeff Walker

2. What do you know about ADHD?

3. What do you want to know about ADHD?

4. Why ADHD? We will all have students in our classroom who have ADHD. We had questions too: – How do you know if a student has ADHD? – Does ADHD affect how students learn? – What can we do to help students with ADHD learn better in an inclusive classroom?

5. Workshop Goal Teachers will be able to describe ADHD symptoms, origins, and common treatments. Teachers will also learn classroom management techniques and instructional strategies for creating a more productive educational environment for all students that enhances learning for ADHD students without compromising learning for other student populations.

6. Workshop Schedule Session 1 – Intro to ADHD – ENVoY – Movement in the classroom One week break: Time to practice. Session 2 – Discussion of experiences and feedback – Cooperative learning – Predictability in the classroom – Graphic organizers Two week break: Time to practice some more! Session 3 – Discussion of experiences and feedback

7. What is ADHD? ADHD is a neurobehavioral development disorder that affects how well someone can sit still, focus and pay attention.

8. ADHD Symptoms Impulsiveness: Acting before thinking of consequences, general disorganization and tendency to jump from one activity to another. Hyperactivity: Restlessness, fidgeting, talks excessively and has problems organizing tasks. Inattention: Easily distracted, day dreamer, forgets about daily activities and has problems organizing tasks.

9. ADHD Consequences and Implications In the Unites States, 37% of those diagnosed DO NOT attain a high school diploma. Some studies suggest this number may be almost 50%. Less than 5% of those diagnosed ever get a college degree. Teens are at a greater risk for car accidents, early pregnancy, and tobacco and alcohol abuse.

10. ADHD Video http://www.youtube.com/watch?v=SMikx- vjgKc http://www.youtube.com/watch?v=SMikx- vjgKc

11. Beyond a Definition What can we do to help students with ADHD learn better in an inclusive classroom? – Observed class with ADHD students – Talked to Spring Field Experience teachers – Researched See our Wiki (Team 3)

12. Strategies ENVoY Movement Cooperative Learning Predictability – Rules – Classroom structure Graphic Organizers

13. Avoid the Hook! 82% of a Teacher's Communication is Non-Verbal* Verbal Students Need Non-Verbal Strategies – ENVoY *SOURCE: NEA Research, Quoted at http://nonverbalclassroom.com/http://nonverbalclassroom.com/

14. ENVoY: OFF-Neutral-OFF What Happens Now: Student off-task = OFF Teacher Approaches Student Holds Breath = Neutral Teacher Leaves Student Breathes and goes back off task = OFF

15. ENVoY: OFF-Neutral-ON Instead: Student off-task = OFF Teacher Approaches Student Holds Breath = Neutral Teacher Stays Student Breathes and begins to work = ON Teacher slowly moves away Video link: http://nonverbalclassroom.com/resources/videos/?offneutralonhttp://nonverbalclassroom.com/resources/videos/?offneutralon

16. ENVoY: Most Important Twenty Seconds (MITS) Read EXIT DIRECTIONS written on board Ask for questions RELEASE students to seatwork – “You May Begin Now” MITS – FREEZE for 20 Seconds. Use hand gestures to tell students with questions to wait. Video Link: http://nonverbalclassroom.com/resources/videos/?mitshttp://nonverbalclassroom.com/resources/videos/?mits

17. Sources ENVoY: www.nonverbalclassroom.com; www.michaelgrinder.comwww.nonverbalclassroom.com www.michaelgrinder.com