Special Education
Teaching Students with Attention-Deficit/Hyperactivity Disorder
Addressing Learning and Behavioral Differences in the Classroom: Some General Considerations
Teaching students with diverse needs has become the norm in most classrooms in British Columbia. Decades ago, students who had difficulty achieving success in the school system simply quit and entered the work force. As the job market has become more competitive, high school graduation has become a minimum requirement. Over the years, educators have worked to keep pace with this change. Making adjustments to the delivery of educational programs is one way to ensure that more students are able to achieve their full potential.
Effective teaching requires consideration of student differences. The challenge for teachers is to provide each student with learning activities that:
recognize and value a diversity of backgrounds and experiences
provide challenge and success
promote growth
involve the student as an active learner, are age appropriate, and enhance self-concept.
Identifying students who are not reaching their full potential is an ongoing process. As teachers observe students working in the classroom, the strengths and needs of individuals become apparent. Some students appear to understand the concepts presented, but for some reason, are unable to complete assignments or prepare for tests. Some have so much difficulty attending to instruction that teachers are unable to determine whether these students understand the concepts presented or not.
When the teacher notices that a student is struggling to meet the expected learning outcomes, a systematic process should be followed. This process should include:
collecting information about the student,
planning and trying different instructional strategies
evaluating the effectiveness of the strategies selected.
In some cases, the instructional adjustments made by the teacher will effectively assist the student to achieve success in the classroom.
In other cases, in spite of the teacher trying a number of different instructional strategies, the student continues to struggle. In these cases, other professionals might be able to assist in planning effective programs for students with AD/HD.
For further information on instructional strategies, see Teaching Students with Learning and Behavioral Differences: A Resource Guide for Teachers (Special Education Branch, 1996).
http://www.gov.bc.ca/
Teaching Students with Attention-Deficit/Hyperactivity Disorder
Addressing Learning and Behavioral Differences in the Classroom: Some General Considerations
Teaching students with diverse needs has become the norm in most classrooms in British Columbia. Decades ago, students who had difficulty achieving success in the school system simply quit and entered the work force. As the job market has become more competitive, high school graduation has become a minimum requirement. Over the years, educators have worked to keep pace with this change. Making adjustments to the delivery of educational programs is one way to ensure that more students are able to achieve their full potential.
Effective teaching requires consideration of student differences. The challenge for teachers is to provide each student with learning activities that:
recognize and value a diversity of backgrounds and experiences
provide challenge and success
promote growth
involve the student as an active learner, are age appropriate, and enhance self-concept.
Identifying students who are not reaching their full potential is an ongoing process. As teachers observe students working in the classroom, the strengths and needs of individuals become apparent. Some students appear to understand the concepts presented, but for some reason, are unable to complete assignments or prepare for tests. Some have so much difficulty attending to instruction that teachers are unable to determine whether these students understand the concepts presented or not.
When the teacher notices that a student is struggling to meet the expected learning outcomes, a systematic process should be followed. This process should include:
collecting information about the student,
planning and trying different instructional strategies
evaluating the effectiveness of the strategies selected.
In some cases, the instructional adjustments made by the teacher will effectively assist the student to achieve success in the classroom.
In other cases, in spite of the teacher trying a number of different instructional strategies, the student continues to struggle. In these cases, other professionals might be able to assist in planning effective programs for students with AD/HD.
For further information on instructional strategies, see Teaching Students with Learning and Behavioral Differences: A Resource Guide for Teachers (Special Education Branch, 1996).
http://www.gov.bc.ca/
