Addressing Attention Deficits
in the Classroom ( Grades K-12)
|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 ADD 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.
- 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
“I made changes to my classroom to help students with organization and self-regulation. I am using visuals more and using different modalities for learning and written expression.”
“Some of my favorite topics in this course were brain breaks, a valuable get-to-know-you survey, explicit instruction, organization, executive function, metacognition, and activities that foster teacher-parent connections.”
Danielson Teacher Framework Course Alignment