Attention Deficit Hyperactivity Disorder in the Classroom: Practical Strategies for Teaching to Student Strengths

Attention Deficit Hyperactivity Disorder in the Classroom: Practical Strategies for Teaching to Student Strengths This project discusses the necessity of differentiated classroom instruction based on the educational and learning needs of students with Attention Deficit Hyperactivity Disorder (ADHD). Current estimates suggest that as many as 2 million school age students in the United States have been diagnosed with ADHD. A student with ADHD can be inattentive, hyperactive, and/or impulsive in his/her behaviors. With consideration for these behaviors and actions, this project identifies appropriate classroom instructional practices, which are based on the modifications and differentiation necessary for teaching students with ADHD. An understanding of Gardner\u27s theory of multiple intelligences (MI) provides educators with a unique perspective into how best to meet the needs of students with educational and learning differences. As such a curricular unit at the primary level was developed utilizing MI theory. It is clear that an understanding of MI theory provides educators with the necessary tools to develop and execute daily classroom instruction that meets individual students\u27 needs, regardless of a diagnosis of ADHD