Attention Deficit Hyperactivity Disorder: Management Strategies Teachers can Use to Support Student Learning During Classroom Instruction
Graduation Date
Fall 2004
Document Type
Master's Thesis
Document Form
Degree Name
Master of Science
Program Name
Education
Program Director
Madalienne F. Peters, EdD
Abstract
Many classrooms have at least one student with Attention Deficit Hyperactivity Disorder (ADHD). Many teachers might find the behavior of students with ADHD to be incongruent with classroom norms. However, the main problem is not always the student’s behavior and attitude, but the teacher’s ability to negotiate this student’s behavior in the classroom during instruction. If teachers are uncomfortable instructing a student with ADHD, it might stem from a lack of awareness of the behavior. If a teacher becomes frustrated and overwhelmed, the student with ADHD will most likely suffer academically. The purpose of this project is to provide teachers with strategies to help students with ADHD become a better learner in the classroom. The literature review outlines three components; proper diagnosis and assessment; age, experience and the lack of provided information to teachers; and useful strategies for teachers to use in his/her classroom.