Classroom Management and the ADHD Student

Autor/in	Colberg, Laura
Titel	Classroom Management and the ADHD Student
Quelle	(2010), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Attention Deficit Hyperactivity Disorder; Special Needs Students; Teaching Methods; Regular and Special Education Relationship; Interviews; Teacher Attitudes; Cognitive Style; Behavior Problems; Educational Policy; Federal Legislation; Student Needs; Individualized Education Programs; At Risk Students; Racial Differences; Child Health; Family Income; School Districts; Attitudes toward Disabilities; Teacher Competencies; Classroom Environment; Student Characteristics; Feedback (Response); Teacher Role; California + Suchen Sie Ihr Suchwort? Klassenführung; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Lehrerverhalten; Cognitive styles; Kognitiver Stil; Politics of education; Bildungspolitik; Bundesrecht; Individualized education program; Individualisierendes Lernen; Rassenunterschied; Familieneinkommen; School district; Schulbezirk; Lehrkunst; Klassenklima; Unterrichtsklima; Lehrerrolle; Kalifornien
Abstract	Meeting the academic needs of a student with Attention Deficit Hyperactivity Disorder (ADHD) can be taxing on teachers and students. This research highlights classroom management strategies that general education teachers might include in their teaching to support the academic growth students with ADHD, while continuing to support all students in the class. Classroom teachers and a resource teacher were interviewed to discuss their beliefs and strategies on dealing with students with ADHD. Results indicated that it is important for teachers to have strategies that address the unique learning needs of this population. Adult attitudes and approach to this situation is important. Adults had to think about the student with ADHD and remind themselves that this population learns differently. The research highlights the importance of adapting the classroom management strategies in place without compromising the education of others. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10