Course Description

This course on attention deficit hyperactivity disorder (ADHD) will provide educators with the knowledge and skills necessary to effectively support students with ADHD in the classroom. The course will focus on key strategies for helping students with ADHD develop self-management and self-regulation skills, including techniques for improving organizational skills and time management.

Educators will learn about instructional strategies and accommodations they can use to support students with ADHD in the classroom, including the use of visual aids, modifications to the learning environment, and incorporating hands-on and experiential learning activities.

In addition, the course will cover the importance of creating an inclusive and equitable learning environment for all students, with a particular emphasis on ensuring that students with ADHD have full access to the curriculum and can participate fully in all classroom activities.

Throughout the course, educators will have the opportunity to reflect on their teaching practices and develop a plan for effectively supporting students with ADHD in their classrooms. The goal of the course is to empower educators to become confident and competent educators who can create inclusive and supportive learning environments for students with variable attention.

Essential Questions

• What are the best ways to foster inclusive environments for students with variable attention?
• What role do self-management, self-regulation, and organizational skills play in learning for students with variable attention?
• What instructional strategies are proven to promote access and equity to curriculum and instruction for students with variable attention?

Comments from Teachers

“This course introduced me to various strategies and approaches, such as metacognition and the importance of cultural responsiveness, that I can incorporate into my teaching to better support students with variable attention.”

“I loved learning about different strategies to address different types of attention deficits.”

Danielson Teacher Framework Course Alignment