Claire

In addition to our focus on reaching children from poverty, the group I would like to learn more about reaching is students with ADD/ADHD. Estimates are that 3-5 percent of students suffer from ADD/ADHD. The odds are that in each class there will be at least one student suffering from attention deficit. While there may only be one student suffering from the disorder, many if not all of the students will be affected if appropriate strategies are not in place to help the afflicted student(s) focus on their work and control the tendencey to impulsive behaviors.

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I am reading "Kids with ADD/ADHD can have a tough transition to middle school" by Melinda Tsuchiya In the Seattle Times online. May 3, 2006 This article outlines some of the difficulties faced by students with ADD/ADHD as they move into middle school. While the opportunity to move from class to class can be a plus for students who find it difficult to remain still throughout an entire class, this can pose a challenge to students as well. Easily distracted, they can find it difficult to get to classes on time, and organizing books and notebooks for use during the day can seem daunting. While peer acceptance becomes more important to early adolescents in middle school, the impulsivity displayed by many ADD/ADHD sufferers can make it difficult to fit in socially. Medications can reduce the tendency to act impulsively, and ques from the teacher can help establish good behaviors. Recognize positive actions with a smile, a hand on the shoulder to reinforce the desired behaviors. Increased focus on tasks will improve academic success, increasing self esteem.

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"Helping Children with ADHD Succeed at School" This article contains a number of strategies for managing the most common behaviors associated with attention deficit disorder. Students with ADD are easily distracted. To counteract this seat them away from windows and doors. Distraction may prevent them from hearing all instructions or other classroom information. Provide the information in written form and refer the student to it if they seem to lose focuc. These students have difficulty sitting still for long periods of time-alternate seated periods with times to move around the classroom. These students are prone to impulsive behaviors. A set of written behavior guidelines kept where the student can be directed to them can be helpful in reminding them of expectations without repeatedly correcting them verbally.

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"Middle School Momentum" contains specific suggestions for helping students affected by ADD overcome the challenges posed by the condition and learn with their peers: sharpen study skills by teaching students to identify and review important information. Use clues to highlight important information-colored fonts and chapter summaries. Let question words guide thinking: where does photosynthesis occur? Why is it important? Create a tool for math recall-ask the stuent to write out the steps in solving types of problems, and combine the notes into a reference guide. Recognize and accomodate different learning styles: some students learn visually some learn with hands on experience. Allow students who need a mental break to move away from their work briefly.

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"ADD ADHD in School; a resource for teachers. "The best ideas are the ones that benefit all of the students in the classroom, not just ADD ADHD students". ADD/ADHD work better independently without distraction of other students closeby. A good classroom arrangement allows tables for group work, and desks for individual work. A horsehoe arrangement allows for independent work, but interactive discussion when appropriate. Make eye contact with students, especially those with ADD/ADHD to keep them focused. Practice management by walking around.

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"ADHD in Middle School Survival Guide" MIddle school students continue to benefit from the structure and guidance they experienced in elementary school. Construct a contract with the student, based upon successful strategies for each student. Use rewards as incentives. Be alert for possible learning disabilities which might begin to emerge in this new environment. Many students with ADD/ADHD lack fine motor skills required for good handwriting. Devices such as Alpha Smart can offer relief from this shortcoming.

Social skills gain increased importance in middle school where peer acceptance is tremendously important to adolescents. Students with ADD/ADHD find their impulse comtrol can be an obstacle to making new friends and fitting in. Help students by teaching conversation skills. Help them learn to listen and respond, rather than interject frequently. Teach empathy by reminding students how it felt at a time when someone said or did something hurtful to them. Help them understand that it is the same for everyone, and to refrain from making such remarks.

ADD/ADHD students find it hard to stay focused and organize their day, their assignments, each task. Help them keep their locker free of clutter, retaining only necessary items. Help students keep to-do lists, and to organize by important-do it NOW-and less important-it can wait. Use sticky notes in lockers, mirrors, books and backpacks.

Use positive reinforcement to acknowledge achievement. Success breeds success.

LESSON PLAN:

The lesson plan I have attached has advantages for both students from poverty and for students suffering from ADD/ADHD. The lesson plan reviews the property of alkilinity, reinforcing information previously covered. It offers concrete sites for the students to visit in order to review information covered in anticipation of the experiment, in case they missed any during discussion or cannot recall it.

By allowing each member of the team to conduct each step of the experiment, the processes are learned by each student no student is left out. Additionally, the repetition of the steps as each student performs each step reinforces the information being emphasized by the activity.