Strategies

to empower-not control- students with AD/HD; a workshop

pertaining to the educational needs of ADD and ADHD students, and what
teachers can do about them!

Moderators Manual

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Welcome Page............................................................................................... Pg. 2
Audience.................................................................................... Pg.3
Section 1: Myth or Reality Game ................................................................... Pg. 5
Section 2: What Are Your Questions? ............................................................ Pg.7
Section 3: Motivating Activities ................................................................... Pg. 14
Section 4: Additional Resources ................................................................... Pg. 24
Section 5: Closing Remarks ......................................................................... Pg. 31

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"When you have a disability, knowing that you are not defined by it is the
sweetest feeling."
- "In My Dreams I Dance", Autobiography by Anne Wafula Strike (p. 79)

Begin by welcoming the teachers present, and by
introducing yourself and this workshop.

Thank you for joining us! My

and today Id like to bring you on

a journey.

name is ______,

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You have a few options of where you could go from here. Judge which
option is best based on your audience. You may also mesh all the options
together, depending on your time limit.

Option 1: Firstly, I want to get to know all of you. Please raise your hand if
you are currently a resource teacher. Ok, now please raise your hand if you are
a prospective teacher. Finally, raise your hand if youre in the wrong room.
(Inserting a lighthearted joke diffuses tension and allows your audience to
relax).

Option 2: We wish to begin our lecture with two anecdotes:
I stopped to think, and forgot to start again.
I was trying to daydream, but my mind kept wandering.
(http://www.adhdstrategies.com/Jokes.asp)
You may be thinking, ok, that was cute. Now, what if I told you that these jokes
were geared toward people with ADD? Suddenly, they make a lot more sense,
and they also become humorless.

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Option 3: Choose 5 volunteers to make a variety of sounds. The first will tap a pencil on the desk.
The second will play their cell phone ring aloud. The third will continuously move his/her chair back
and forth. The fourth will cough loudly. The fifth will stomp his/her feet on the ground. Have each
volunteer do this while you read the following:
Decoding the Codes: Not Attention Deficit, but Attention Different: Strategies to empower-
not control- students with AD/HD. A workshop pertaining to the educational needs of ADD and
ADHD students, and what teachers can do about them!
The quote that this workshop is based on is, "When you have a disability, knowing that you are not
defined by it is the sweetest feeling."
We have designed a workshop manual for a school moderator or teacher who is planning on leading
a conference or workshop on the implications of ADD & ADHD in students in a classroom setting.
Once you are finished, ask the volunteers to stop making noise and ask the audience: Can anyone
tell me what it is I was saying, and if so, can you repeat any of it to me? No? Ok well that was
expected. This little scenario we just put on for you was very distracting for everyone. We tried
to amplify the regular sounds that a student would perceive in a classroom, but obviously we
exaggerated. However, for a student with ADD and ADHD, this can be a reality. Every sound, every
car driving by the window, every cough is registered by them because they are easily distracted by
their surrounding environment. Can you imagine learning in a classroom like that?

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No matter the option chosen: Throughout this workshop we hope to clarify what labeling, or coding, is
and how it relates to Attention Deficit (Hyperactivity) Disorder (ADD & ADHD). Most importantly, we
seek to address prejudices educators may have concerning these codes and what we, as educators, as
teachers, and as advocates, can do to guide AD/HD children through the labyrinth of learning. So grab a
seat, and open your minds as we begin our journey of learning from our students.

SECTION 1: MYTH OR REALITY GAME

The government of

British Columbia
addresses certain myths
pertaining to AD/HD
students on their
website (see resources).

Instructions: Hand out a green and red paper to each audience member (made ahead of time),
and ask them to listen to the following myths (but do not tell them that they are myths). Every time
you read a myth, ask them to raise the green paper if they think its an accurate account of someone
with AD/HD, and to raise the red paper if they do not.

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Myth #1: All students with AD/HD display aggressive, acting out behaviours that eventually lead to
trouble with the law.

Fact: Many children and youth with AD/HD are not aggressive, violent, or in trouble with the law. Some,
particularly those who are predominantly inattentive, tend to be withdrawn and reclusive. While
students with AD/HD are at greater risk of behavioural problems, appropriate early intervention can
reduce the risk.

Myth #2: Medication is the only intervention that works with these students.
Fact: A number of strategies including training for teachers and parents in management strategies are
proven to be effective components of treatment for students with AD/HD. In her letter Medication for
ADHD, Jan Topley states that ADHD is caused through genetics and seems to favour medication over
psychological interventions. Many experts, including John Duffy, author of the rebuttal to Therapy
Todays Medication for ADHD, disagree. In any case, medication alone should never be the sole
intervention.
Myth #3: Medication used to treat AD/HD is addictive and will cause drug abuse.
Fact: Stimulant medication taken as directed has not shown to be addictive by scientific studies; students
who respond well to medication and are academically and socially successful may be less at risk for drug
misuse and other emotional problems, but the decision to take medication must be made with a medical
professional.
Myth #4: The AD/HD diagnosis is being overused.
Fact: Researchers estimate that 3 - 5% of the school aged population have AD/HD. Current medical
statistics indicate that the number of children diagnosed in Canada is well within this figure.

Myth #5: Only boys can be diagnosed with AD/HD.
Fact: Although studies show that boys are more likely to have AD/HD than girls, it is not a gender-specific

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disorder. Clinicians typically report that boys are referred for AD/HD assessment nine times more often
than girls. Studies using a broader population base generally indicate that the ratio of boys to girls with
the disorder is closer to 3:1.
Myth #6: AD/HD is the result of poor parenting or poor teaching. (It's not a "real" disorder)
Fact: Current scientific research points to biological, rather than environmental causes for AD/HD. For
example, in people with AD/HD, the brain areas that control attention have been observed to use less
glucose, indicating that they are less active. Genetic connections have also been established by research:
children who have a parent or other family member with AD/HD are more likely to have the disorder.

Myth #7: Kids outgrow AD/HD after puberty.
Fact: Although about half of the people diagnosed with AD/HD as children will experience decreased
hyperactivity after adolescence, many will continue to have difficulty with impulsively, inattention and
distractibility throughout their adult years. Students with AD/HD may need support throughout their
education and strategies to assist them as adults in the workplace.

Section 2: What Are Your Questions?

Questions are the

creative acts of
intelligence.
-Frank Kingdon

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Instructions: Encourage the audience to ask questions. Then explain to them how they should also

always encourage their students, whether they have AD/HD or not, to ask questions without fear. Also, it is
a good idea to write down the audiences questions as they ask them, so that you can address them later
on. Here is a list of questions that weve come up with for you. These are not only questions that we feel
the audience may have, but they are our questions as well. Please read this list carefully, and feel free to
add - no pun intended.

1.) What are ADD and ADHD? Difference between AD/HD?
2.) How can it affect students in a classroom?
3.) What is an ADD and ADHD code?
4.) How does an ADD and ADHD student get coded?
5.) Can you give us examples of what students with AD/HD do or think about it class?
6.) What are the benefits of teaching a resource classroom?
7.) What are the disadvantages of teaching a resource classroom?
8.) How can I incorporate all my students effectively?
9.) Is an inclusive classroom setting more beneficial than an exclusive one?
10) **How will I have to change my teaching approach to fit the needs of ADD and ADHD students?

Answers to the above Questions:

1. What are ADD and ADHD and how do they differ? According Tricia Kinman and medical doctor George
Krucik, MD, MBA, ADD stands for attention deficit disorder, which is an older term used to diagnose
individuals who are inattentive and often distracted. The American Psychological Association (APA) first
coined the term ADD in 1980 to describe individuals who had trouble paying attention, were often
forgetful, and had difficulty with organization at home, school, or work. Attention-deficit/hyperactivity
disorder (ADHD), however, is a mental disorder that causes above-normal levels of hyperactive and
disruptive behaviors. People with ADHD tend to have difficulty concentrating, sitting still, paying attention,
staying organized, following instructions, remembering details, and/or controlling impulses (Kinman, 2012)

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2. The Harmony Science Academy-North Austin (see resources), published an inspiring article that
demonstrates the challenges students and teachers face when dealing with AD/HD behaviors. We all know
this type of student: the one who stares out the window, substituting the arc of a bird in flight for her math
lesson. The one who wouldnt be able to keep his/her bottom in the chair if you used Krazy Glue. The one
who answers the question, Who can tell me what the circumference is? with Mrs. X, do you dye your
hair?

They demand attention by talking out of turn or moving around the room.

They have trouble following instructions, especially when theyre presented in a list.

They often forget to write down homework assignments, do them, or bring completed work to
school.

They often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.

They often have trouble with operations that require ordered steps, such as long division or solving
equations.

They usually have problems with long-term projects where there is no direct supervision.

They dont pull their weight during group work and may even keep a group from accomplishing its
task.

Students with ADD/ADHD pay the price for their problems in low grades, scolding and punishment, teasing
from peers, and low self-esteem. Meanwhile, you, the teacher, wind up taking complaints from parents
who feel their kids are being cheated of your instruction and feeling guilty because you cant reach the child
with ADD/ADHD.
3. A code is a casual term used to describe a behavioral or learning disability that a child may have. Both
ADD and ADHD are codes. In order to label a student with AD/HD, a thorough psychological analysis must
be completed. According to the government of British Columbia, a multi-disciplinary team, to assist in
making an AD/HD diagnosis, should collect the following information:

Life history and background of family members, including medical and psychiatric history,

Developmental history of the student, including birth history, developmental milestones, records of

classroom-based and individual assessments that may be included in the student's permanent record
folder at school and medical history,

Current physical examination to rule out other health concerns,

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Information about a student's learning abilities and academic skills,

Ratings of the student's behavior using standardized behavior rating scales to be completed by

parents and teachers, and

Descriptions of the student's behavior in various settings over time provided by parents and

teachers (objective observational data provided by the school could be very useful in this regard)
This multi-disciplinary team can include the students teachers, principal, guidance counselor, medical
doctor, psychologist, parents, coaches, etc.

4. Kate Sides, a Cycle 1 Resource Teacher (JRHS 2006-2008), the Head of the JRHS Resource Department
from 2008 to 2011, and the current head of the Cycle 2 Math Department, has offered us an insight to the
actual coding process.

WHAT THE REAL TEACHERS SAY:

Ms. Sides explains, A student with ADHD/ADD is identified in one of two ways but both these
methods usually occur before high school. In many cases, a child is diagnosed by their
pediatrician due to parent reporting of hyperactivity. Diagnosis can also happen through the
school system and usually occurs as a result of other learning difficulties. A student with
ADHD/ADD does not necessarily merit a code or carry an IEP. Many of our students with
ADHD/ADD also have associated learning or behavioral difficulties and these are what they are
coded for. The majority of the time they are identified as students "at-risk".

The coding process for students at-risk can happen 2 ways - the first, I am less familiar with. In
elementary schools, teachers can fill out a checklist indicating areas where a student is behind, the
school psychologist reviews the checklist and if the difficulties are large enough, a code is put in
place. The more traditional route is a formal Psychoeducational Assessment by school board or
outside professional is conducted and in the recommendations, coding is suggested. There are also
the students who continue to present as concerns that formal assessments have never taken place
for and an IEP is put in place to support them anyways. We would like to thank Kate Sides for
sharing her insight with us. (We have written permission to use this information from Ms. Sides).

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5. Students with ADD are easily distractible, and students with ADHD are easily distractible while being
prone to hyperactivity. This can be difficult to deal with in a classroom setting.
Please note: The following examples are completely fictive, but grounded in our research and field
observations. B.Ed. Student Alessia Fasanella, from McGill University, designed these scenarios.
Example: Alejandra can listen to her teacher speak for about 30 seconds before she feels the need to
look outside, examine little figures drawn on her desk, or play with the fringe of her skirt. Her teacher
asks everyone to start working on his or her math homework. Alejandra hears the commotion and
cannot understand how her peers knew to start working on something. She also cannot understand
what it is theyre working on. She looks over to Jimmys desk and notices that he is working on p.23 in
his math workbook. Alejandra takes out her book; she is only on p.2.

Meanwhile, Jordan is throwing bits of his eraser at Kyles ear as he giggles. When the teacher
tells him to stop, he begins to whisper to Kyle instead, who laughs. The teacher tells Kyle to stop
laughing, and instructs Jordan to open his book and start his work. Jordan opens his book to a random
page, scans it, and yells, MISS what do we need math for anyway?? Ms. X stares Jordan down, who
is now purposely making squeaking, sounds with his chair which make the other students laugh. Ms. X
sends Jordan to the Principals office. In the meantime, Alejandra has attempted question #1, but has
become absorbed in drawing a cartoon figure instead. Which student would you classify with ADD
and which would you classify with ADHD? (Answers) Good, now is it also possible that Alejandra
didnt sleep much last night and so she is easily distracted today? Is it also possible that Jordan feels
ignored by his parents and so he acts up in school to get attention? It is important, fellow educators,
that we always remember that labeling a child with AD/HD is serious, and takes more than a few
unrelated incidents to classify them this way.
What a teacher should be asking her/himself: How does this child learn best?, What are this
students needs?, What kind of learning environment best suits him/her?, and How can I adapt my
classroom to fit his/her needs? Instead, teachers in contemporary classrooms are predominantly
asking, Does this child have AD/HD? Should I suggest having him/her tested?, and Maybe
medication would help?

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6. A resource room is a special education classroom for specified instruction. Students spend some part of
the school time in this resource room for special assistance in their varying areas of difficulty. There are
several benefits to teaching a resource classroom, such as the students having a sense of belonging in the
school, a place where they feel safe. In a resource room, which usually has smaller groups of students, the
specialist/teacher will have more opportunities to communicate with the student and to understand their
current situations so that s/he can access students work more efficiently. Another advantage is that
students will have the occasion to receive more instructions from the specialists in specific academic areas.
One teacher may specialize in mathematics, while the other focuses in social sciences. Students will then
have additional information from different teachers to better understand the course content. A third
advantage is that the interaction between special education teachers and the general education teachers
can be very beneficial for students. As they do not take the role of a teacher, the specialists have the
responsibility to interact with their coworkers to determine what the student is facing difficulty with, and
how can they, as a team, can work together to help the student academically.

7. As much as there are advantages to a resource classroom, there are also weaknesses. The main
disadvantage is when students are pulled-out of their general classroom; since the routine will be
interrupted and students learning may be delayed because of the transition between classrooms can be
awkward and embarrassing. Another disadvantage is that the students who leave the classroom might be
ostracized. As students prefer to be together, some may feel that a student who receives the resource
program is more important than the rest. Therefore, it is important for students to apprehend that the
resource room is not a privilege but an opportunity to sharpen their academic skills.
The interaction between the resource room teacher and the general classroom teacher may be an
advantage, but it is often difficult to maintain a balance between both parties because they often have
different teaching styles. Teachers presume that the resource room teachers have no clear job descriptions,
have little responsibility in terms of curriculum adaptation, and that the resource room is equipped with
few educational resources that are needed for students (Khateed & Hadidi 2009, 57).

8. Students with ADHD are often categorized as lazy or unmotivated because of their behaviours in class. It
is important to understand that they do not have difficulty with their learning skills; it is their performance
that obstructs them from showing their interests in learning in the classroom. Teachers have the
responsibility to find methods that reduce the pressure and the frustration that are involved in working

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with students. They also have to identify strategies that address the needs of students with ADHD. They can
modify their teaching style, develop new strategies, and/or if possible, modify the curriculum.
Teachers have to be consistent in terms of classroom activities. Students with ADD & ADHD can quickly lose
interest in learning if the given activities are not necessarily entertaining. They also have to be reminded
that it is difficult to motivate students but it should be a priority. There are certain ways that the classroom
setting can be easily modified to fit their needs:

Give frequent breaks

Allow movements that are purposeful and not disruptive (stretching)

Keep the focus on doing and actively trying to complete the task.

These kinds of alternatives will not only benefit students with AD/HD, but for all students who become
restless after long periods of sitting and listening to their teachers lectures.
Teachers can alter the students assessments as well. Instead of giving written texts, students can be
evaluated on their oral presentations or a multiple-choice examination. However, if a written test is
required, teachers can adapt their school settings to accommodate the students with AD/HD. They may be
given extra time to take the test or take the exam in a relaxed, zero distraction classroom.

WHAT REAL TEACHERS SAY:

Ms. Kate Sides also had a word of advice for us concerning this topic. The key to engaging a
student with ADHD/ADD is to keep tasks short in duration and to allow for minimized distraction
while presenting a lesson that includes many sensory opportunities for engagement. This can be
accomplished by having students change seats after completing part of a task. Allow for discrete
fidget toys, work in stations, cues around classroom that will re-direct attention (list of daily
activities and page numbers with questions), good peer role models, regular check-ins -
summarize, repeat, re-explain. I also like putting these students in leadership roles - like explaining
to a student have difficulty, passing papers, coming up to board and writing their solution. Also
changing the medium in which students work adds variety - solve on paper, white board, I-pad,
record your answer, write on smart board, video tape.... all accomplish the same objective but adds
variety and interest. I also change my seating arrangements every month and the set-up of my
desks every 3 months - keeps things fresh...

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9. First of all, it is important to consider that each student with AD/HD vary from one another. It is the up to
the school to be commitment to preparing the necessary resources for teachers. Dr. Shirley McBride, who
was the director of special programs at the Ministry of Education in British Columbia, commented that the
necessary resources within a schools setting could determine students success. According to the BC
Teachers Federation, if a teacher cannot provide any additional time for children with special needs, they
are most likely to feel distanced from the school.
(https://www.bctf.ca/publications/NoteFromTeachers.aspx?id=15490) Another important question is
whether to place the special needs student in the general education program, or in the inclusive classroom
program. Weaver and Landers, who are specialists in education, agreed that it is acceptable that students
with AD/HD be taught in the general program by providing appropriate instruction and modifications. The
success of children with AD/HD completely depends on the teachers skills to provide a positive learning
environment for them. It is important to know that teachers have to support students with AD/HD when
they are integrated in the inclusive setting.

10. **How will I have to change my teaching approach to fit the needs of ADD and ADHD students?
Well, I invite you all to sit down, listen, and continue with the rest of the workshop.

Section 3: Motivating Activities

For the activities part of the workshop, we would like to provide the audience with several examples of
assimilation, where the teachers will get to walk in the shoes of learning disabled (LD) students, as well as
practical teaching tools and techniques that the educators can use within their classrooms. They will be
introduced to common mistakes made by other teachers when dealing with a child. This experience will
provide a better understanding of the students situation and will help the teacher be more patient and
compassionate when dealing with similar cases. Many of these exercises are borrowed from Richard
Lavoies workshop Understanding Learning Disabilities (http://www.youtube.com/watch?v=jZhRf2fxlyw),
which had a tremendous impact on the teachers, administrators, and parents that participated in it.
Teachers will also be given tips as to how technology can be applied in class and individually in order to be
beneficial for LD students classroom experience and academic performance.

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Are you ready for some activities?

Activities for the Moderator to perform with the teachers in the workshop:

Activity 1: ANXIETY AND THE PACE OF THE CLASS
First, teachers need to understand the consequences of a learning disability that are displayed in
the classroom, such as frustration, anxiety, and tension of the student. The moderator should
demonstrate how easy it is to cause anxiety by speaking fast and demanding quick answers (when was
the last time you ate pasta?, what country name starts with a P?, whats the square root of 64?),
the audience will be able to get a feeling of tension that same feeling LD students get when they
cannot produce what is required in a given timeframe. This example will explain to the audience the fact
that it is best to keep a slower pace in the classroom and give everyone enough time for completing
needed tasks, because LD students take twice as much time to process information by the time other
students have their hands up, LD students will only have processed the question and start preparing the
answer. The moderator can also increase the participants anxiety by adding in-between commentaries,
such as come on, its easy, or answer and you can go to recess early which will demonstrate how
these motivational phrases will only create more tension and anxiety which will only negatively
influence the students performance; being sarcastic in such situations does not help either; being

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laughed at will make a victim out of the already devastated student. The moderator can use his/her
imagination and expertise to come up with various examples for this idea. Teachers will be asked
questions quickly, the moderator will accept correct responses, and incorrect answers will be belittled
and ridiculed by the moderator. This idea will show the reason why an LD student, as well as any other
student, will rarely volunteer to participate in class because success is rarely acknowledged and failure
seems to almost always merit a disapproving comment. While communicating with the audience, the
moderator should show that it is also important not to take I dont know for an answer, because after
the first student, others will follow with the same response as it is seen as a safe escape from the
situation. Teachers need to encourage risk taking in class and praise any efforts. As for the solutions,
questions related to the pace of the class can be discussed individually with the student, where the
teacher can offer some kind of a signal to the student to let him know that he will be asked a question
soon, so that he can prepare in advance. For example, the teacher will come by that student and tap
his/her desk lightly before signalling that he or she will be next to answer a question.
Our natural instincts and reflexes do not always match with those of an LD student. For example,
when in doubt or discomfort, students tend to look down and follow the principle I dont see the
teacher, the teacher doesnt see me. Teachers, on the contrary, demand eye contact, which only adds
to the anxiety of the student. When scolding a child we often insist that they look at us. Such situation
will only make one incredibly uncomfortable and all he/she will want to do is run away and avert your
eyes. Insisting on direct eye contact is not helpful as it is a completely unnatural response to negative
stimulus.

Activity #2: COMPREHENSION AND PERCEPTION

Students with a learning disability have higher distractibility and have more trouble focusing on

tasks than others. For this reason, they need to be provided with very clear instructions. Comprehension
of the given material directly depends on the background information. This can be assimilated by
providing the audience with a picture that consists of many different lines and spots, such as this:

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The moderator then should ask what the
audience can see in the picture, while
creating a tense atmosphere by using
phrases like think harder and others.
After establishing that random lines are
nearly impossible to makes sense of, a
transparent sheet with an outline of the
actual shape can be put over the picture to
let the audience see the desired image,
such as this:

This exercise emphasizes the difference
between simple vision and perception, as
perception requires clear directions to
see the image, even though the image
itself never changed. Motivation has little
importance in this situation.

The same general idea applies to
language and reading comprehension.
Some texts require background information in order to be properly understood, which can be displayed
by taking a paragraph from a scientific book. The vocabulary of the paragraph might be simple, but it will
take extra knowledge to understand the meaning behind it. Time can also make a big difference in
understanding and processing given material. What teachers need to understand is that for LD students,
speech and reading is very cognitive.
The moderator can demonstrate this by asking teachers to create a story by continuing each others
sentences: one teacher says a sentence, and then the next teacher says the continuation and so on from
a starting sentence like: Three girls went to the beach. The story will easily unfold. Then, the teachers
will be asked to do the same procedure, but the words in the sentences cannot have the letter p in it.
The difficulty of the task rises significantly and the teachers think through their words and naturally

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require more time for it. This will make a perfect analogy to how an LD student thinks and how much
effort is put into speech and structure of sentences.

Activity #3: FAIRNESS

Moderator should ask teachers what would be the possible reason not to provide LD students with
special treatment and extra assistance. Most probably, someone will raise the idea of fairness. Many
teachers hesitate to provide LD students with special treatment, assuming that it would not be fair to the
rest of the students. The moderator should then explain to the teachers that fairness doesnt mean that
everyone gets the same treatment it means that everyone gets what they need, individually.














In this case, fairness is not collective. For example, you wouldnt continue your class if one of your students
is choking and you have a CPR certification. Equally, you would not give CPR to all of your students either
its a matter of need. The teachers will understand that treating students needs individually doesnt imply
leaving someone out, the primary goal here is to help those who need that extra help. Questions from
students such as How come I dont get that? can be answered with You can get it to if you need it.

Finally, for further discussion, the participants can be asked to share the tricks and tips they use in

their teaching strategies to deal with LD students on a daily basis.

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Note: The following activities are to be used by the instructor, as an educational tool.

Activity #4: Story Board

Necessary Materials: -3 or more dice,

-Crayola crayons and markers

-10 or more envelops (colour coded)

-Key words cut-outs

Summary: The teacher will assign a story board group project. The story board should include 9 frames, and
each group will be comprised of 3 students (or alternatively: 6 frames, 2 students). Students will responsibly
do their part of the project; therefore frames should be divided equally between students. However, the
group does not get to choose which subject they will explore in their storyboards, or the plot of their story.
Rather, in order to enhance creativity, the teacher will select a few general keywords on themes, and then
put them in individual envelopes. Each envelope has a color code, and each color has a set of pre-
determined key words on one theme.

Total Score of Rolled Dice per Tea

Corresponding Color

3-7 points

PURPLE

8-11 points

PINK

12-15 points

GREEN

16-19 points

BLUE

20-24 points

RED

Themes explored can include, but are not limited to: Holidays, Winter, Summer, Sports, Culinary,
Music, Foreign vacations, etc. For the theme winter, a pre-determined choice of words would have to be
linked to a story by the students. An example of the words found within one envelope: 1=snow, 2=dog sled
, 3= anorak, 4=arctic, 5= ice storm, 6= log, 7= radiator, 8= snowball, 9= toboggan.

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In order to determine which color of the envelope applies to each team, students will have to roll dice.
Each member gets one roll of one die. The score is totaled up by the teacher. In total, each team will
have rolled ONE die, THREE times. A scoreboard written on the table separates each color.
Each color should have at least 2 envelopes with different words on the same theme. Ex: Red is
associated with the theme summer by the teacher, but each envelope contains different words, albeit on
the same theme.
Be prepared for students NOT rolling the appropriate number and envelopes being left out. If students
roll 24 but no RED envelopes are available, let the student choose whichever color remaining they
prefer.

This activity is designed to stretch an ADD/ADHD students attention span (the activity allows the
student to focus on different tasks for small periods of time). The choice and random selection of the
themed envelope enhances the students creativity, as well as providing a fun break before working on
the final product. It also enhances team collaboration, as the story needs to be created through the help
and collaboration of the peers.

Assessment scale:
Storyboard Activity

Student did not

hand in any
project

Student handed in
project late

Student handed in
completed project

Project is thought
provoking

Project is
original,
intriguing
and use of
narrative is
accurate

Artwork
incomplete

Very basic
artwork, sketch

Finalized artwork
(details)

Finalized,
detailed, colored
artwork

Activity #5: Post Office

According to the optimal stimulation theory and the delay aversion hypothesis, children with
attention deficit hyperactivity disorder (ADHD) experience difficulties when they are confronted with
low levels of stimulation and delay, respectively. (Antrop et. Al, 2005)

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Materials needed:
-cardboard office post box
-cue cards (enough for all students)
Summary: This activity comprises the implementation of a discreet method for ADD students to feel
more welcome and at ease in the classroom, as well as improve their writing skills. The teacher
establishes a post office in the classroom. The designated office can be a box with a hole, where
students can submit their mail. The teacher may also ask artsy or creative students to create a cardboard
mailbox instead. Suggested example below:











In order to motivate students to write to each other, the teacher will provide small cue cards for
students to use as letters. Each student who writes to at least 2 peers receives a bonus mark and a
sticker on their letter, provided that they have used correct writing skills and grammar. The teacher
collects the letters, reads them (but informs students of this beforehand) and awards points to those
who are worthy.


However, after the activity is over, the post office can still be used by students, but without the bonus
points reward and without the teacher reading the letters. They can use it as a social initiative, and during
the time of Valentine s Day or other holidays, students can write haikus or poems for their classmates. The
post office box strengthens social ties and encourages for original messages in the correct format of a

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letter.The teacher should provide instructions as for what should be written on the post card, such as the
following example:












Assessment scale:

Post Office
Activity

1 point

2 points

3 points

4 points

5 points

Clarity of
message

Message unclear/
missing
More than 10
grammar/vocabulary
mistakes

Very simple
message, use of
basic language
Between 3-5
gram/vocab
mistakes

Original and clear

message

Grammar

Message present,
but hard to
understand
Between 6-9
gram/vocab
mistakes

Well-thought
and formulated,
original message
No mistakes

1 or 2 gram/vocab
mistakes

Activity #6: Letter

This is an individualized in-class activity, which allows for self-evaluation and improvement for
ADD/ADHD students.

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Materials needed:
-Loose leaf (enough for all students)
-Folders labeled with each students names

Summary: The teacher explains the importance of self-evaluation and introduces the project. This
activity consists of students writing one letter addressed to themselves, which they will receive at the
end of the year. The teacher places the letter in individual folders and ensures that they are kept
confidentially in a safe space, until the end of year. Content of letter: ADD/ADHD students perform
better at individual tasks. However, in order to be motivated, they need the content to be linked to their
experiences, cultural backgrounds, interests and career goals. The teacher should provide examples of
themes to consider while writing the letter:

School experience: What are you planning to do differently this year, in terms of academic
efforts? What are your strong and weak attributes? Do you plan on consulting the teacher for
help more often? If not, why? (this is designed for ADD students to reflect back on their
experience and adjust their behavior to suit the courses expectations)

What kind of after school activities are you interested to partake in? If none at all, then describe
what a fun extracurricular activity would be to you (be creative) [this is designed to enhance
student-teacher relationship and raise active participation and morale of the student by
suggesting they participate in activities]

What expectations/special needs do you want to be answered throughout this course? (Ex:
challenging curriculum, original projects, receive constant peer and instructor feedback, etc.)

Set a list of goals that aim for improvement over the course of the year (personal, social and
academic development). A minimum of 5 concrete goals is required.

Finally, in order to ensure proper spelling/punctuation, it is recommended to introduce students with

learning disabilities to the COPS Method (Schumaker, Nolan, & Deshler, 1985), a learning strategy that
prompts them to ask
C = Have I capitalized letters that need to be capitalized? O= What is the overall appearance of my
paper? P = Have I used proper punctuation? S = Are the words I used spelled correctly? (See Resources)

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Section 4: Additional Resources

(Additional Information in helping Change the misconceptions and stigmas associated with
ADHD and ADD)

Use their energy to power their education.-Katie B

ADHD is commonly known as Attention deficit hyperactivity disorder, which is a mental disability

where children and adults have a hard time controlling their attention, hyperactivity and controlling
impulsive actions. These symptoms listed above must be present in a childs life as early as six years old
and must be monitored for six months. There are many misconceptions that people associate with ADHD
that we have spoken about in the introduction of our project. Many people believe that teaching
students with ADHD is an extremely challenging task because they are not able to control them or dont
have the tools to deal with their constant movement. Many teachers believe that they are not
responsible for the students disability and dont need to adapt their teaching. If the child suffers from
ADHD some teachers enforce the use of medication to suppress a childs energy, instead of helping
them.

As future teachers we want to empower our students to believe in their disabilities, we want to use

a students weaknesses as their strengths. Throughout this conference you have been lead through a
lecture and activities talking about the nature and the pressure of teaching and living with ADHD. This
section of the manual hopes to focus on the positive strategies that we, as teachers, can use in a classroom
to help guide our students through their own learning process. We believe as educators that we can learn
to teach students using their so called disabilities or symptoms that occur due to ADHD and use them to
help improve a childs learning. For example instead of having the students remain seated for an entire
period, as a teacher we can create and plan fun interactive games that will allow the students with ADHD to
move and interact with their surroundings to learn. Use their energy to power their education, and not
suppress them.

The following sources provide teachers with strategies and ideas on how to implement this teaching
belief of empowering their students in the classroom. Below we have provided articles, videos, quotes, and

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lectures that will help teacher implement these new strategies into their classroom. We have found what
we believe to be the best sources to help teachers learn how to teach and understand better ways in
implementing strategies to help students who suffer from ADHD. This first video located in our resources is
an extremely important clip because it encompasses our entire teaching philosophy in one-person
discussion. The video is called ADHD As A Difference In Cognition, Not A Disorder crated by Stephen Tonti.
WE hope you enjoy these sources and stories and use them in your own education of teaching ADHD.

Sources:
1. Video: ADHD As A Difference In Cognition, Not A Disorder: Stephen Tonti at TEDxCMU

Site: http://youtu.be/uU6o2_UFSEY

Stephen is a student at Carnegie Mellon University who has suffered from ADHD his entire life. This
video provides an insight into a grown mans on compelling story on how he was able to cope and deal
with the struggles due to suffering with ADHD. He is currently a senior, finishing his major in directing,
and is the president of the Film Club. He just finished his thesis with the aid of the drama school.
Stephen discussed the great opportunities he was provided with at his local high school, by being
allowed to participate in any activity he wanted. By participating in these activities he was able to burn
the energy that caused him not to focus and teach himself how to digest the information he was taught.
He talked about being able to read a 500 page book in a day but isnt able to read a single page article if
he isnt interested in it. He believes for students to want to learn they must be passionate about what
they are learning. His entire message is to change the view on ADHD form being seen as a disability and
into a powerful resource that teachers can use to improve their students learning environment. People
who have ADHD are just overly passionate about a particular subject, why not make that topic
education. Stephen states thatwe should conform to them and not the other way around.

2. Video: ADHD, Bullying and Success as a Young Adult: Robert

Site: http://www.ncld.org/ld-insights/blogs/adhd-bullying-success-story-video

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This video blog depicts an online community of adults and students who suffer with ADHD and

recount their stories thorough videos. They post videos about themselves so others can relate to them.
The video that impacted me the most was the video about Robert, who is a young Mechanic living in
Philadelphia who just bought his first home. He was diagnosed with ADHD when he was a kid and
suffered all though out high school. He experienced a lot of discrimination at school from his teachers
and students; no one thought that he was able to graduate high school. He was able to persevere though
all the challenges that were put in front of him and come out successful. This story shows students who
suffer from ADHD that you can succeed at what ever you put your mind to, even if people tell you cant.

3. Website/Guide: ADD / ADHD and School :Helping Children with ADHD Succeed at School

Site:http://www.helpguide.org/mental/adhd_add_teaching_strategies.htm

This is an amazing site that provides teachers easy access to strategies that they can use in their
classroom for students who suffer form ADHD and ADD. This site provides resources to help teachers
use the skills that there students already process and use them to better their education. It also provides
ways for teacher to help guide students suffering from ADHD to discover passions that they didnt know
they had. Schools create many challenges for students with disabilities and as teacher its our
responsibility to make those challenges easier for our students. This site states School creates multiple
challenges for kids with ADD/ADHD, but with patience and an effective plan, your child can thrive in the
classroom. This site provides easy and innovative strategies for teacher to help students learn to
discover their talents and abilities even in their situation.

This site provides subcategories such as ADD/ADHD and school:

Tips for supporting teachers (communicate and develop behavior plan)

Tips for managing symptoms

Tips for making learning fun

Tips for mastering homework

4. Presentation: Using the Stoplight System to Improve ADHD Behavior
(How to green-light your ADHD child for better behavior at home and in school.)

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Site:http://www.additudemag.com/adhd/article/5286-3.html

This presentation provides a step-by-step process on introducing a teacher to the Stoplight-
system, which is used in many schools and has been proven as one of the most effective methods for
dealing with students with ADHD. Its a very straightforward presentation that helps guide teachers on
how to use this approach in the classroom. This presentation would be very powerful to show at a
lecture or even this seminar as an example for a basic system that teachers can implement in their
classroom to help guide students with ADHD. Teachers can show this presentation to their own students
at the beginning of the year so that students know what is expected of them. The stoplight-system is a
simple strategy that doesnt allow for unacceptable behavior from children suffering from ADD and
ADHD. The system uses the graphic of a stoplight and a clothespin bearing a child's name to indicate
when he is behaving well or having difficulty.

5. A different way of looking at it:

I prefer to distinguish ADD as attention abundance disorder. Everything is just so interesting
remarkably at the same time. Frank Coppola, MA, ODC, ACG

As teachers, it is important to understand that students with AD/HD are not unintelligent and

inherently unable to focus. Rather, they cannot easily strictly focus on one thing. They are constantly
thinking and focusing on many things at the same time they are more sensitive to external stimuli than
a person who does not have AD/HD. This is an exceptional quote for teachers to keep in mind, looking at
AD/HD from an enabling point of view rather than a disabling one finding ways to utilize a students
energy in the classroom and giving them an outlet to foster this abundance of energy and thought
when we can. Moreover, approaching AD/HD in this way is a step towards empowering students
suffering from it rather than discouraging them, motivating them to want to learn and to overcome their
disability and, most importantly, helping them realize that it can be overcome.

6. Brand, Susan; Rita Dunn and Frank Greb (2002). Learning styles of students with

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attention deficit hyperactivity disorder: Who are they and how can we teach them? The Clearing
House, 75.5, May-June, 2002, 268-273.
Site: http://www.jstor.org/stable/30189757

This article explores the behaviour and learning styles of students with AD/HD and the ways in
which we as teachers can create a better learning environment for these students in the classroom.
Moreover, the article includes a study comparing the learning styles of AD/HD and non-AD/HD
students, finding that learning styles not only vary between both groups but within each group as well.
This is important to realize as teachers, that we cannot assume that all students with AD/HD behave or
learn the same way and therefore while some strategies and teaching approaches work for some of
these children, they may not work for others, and so in order to most effectively approach these
students, we need to be aware not only of their learning disability, but of the varying degrees it affects
each individual student.

7. DuPaul, George J.; Lisa L. Weyandt and Grace M. Janusis (2011) ADHD in the classroom:
Effective intervention strategies. Theory into practice, 50.1, 35-42, DOI:
10.1080/00405841.2011.534935.
Site: http://dx.doi.org/10.1080/00405841.2011.534935

This article offers teachers an abundance of strategies for approaching students with AD/HD in the
classroom in order to facilitate their learning and manage their behaviour. The article begins by defining
AD/HD and how it affects students learning and then names and explanations a number of interventions
teachers can consider for students with AD/HD to ease their learning and behavioural difficulties and
help them reach their full academic potential. The interventions discussed in the article are behavioural
interventions, self-regulation interventions, academic interventions, home-school communication
programs, interventions addressing social relationship difficulties, and collaborative consultation.


8. Video: TEDxTalks, Anna Davide, A Face of ADHD: Lets Change Your Stereotypes
Site: http://www.youtube.com/watch?v=bCaIRlPqT8w

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In her talk, Anna Davide shares her experience living with ADHD. She talks about how she was first
diagnosed, giving examples of some of the tests she was put through to determine whether she had
ADHD, how ADHD affected her learning in school as a child and continues to affect her learning, what
ADHD is and the different forms and degrees it can take, her experiences with ADHD medications, and
how she copes with her ADHD in her everyday life.

9. Self Regulation
Article: http://thetyee.ca/News/2012/10/25/BC-Schools-Distracted-Students/

The article entitled To Soothe Distracted Students, BC Schools Try 'Self-regulation', written by Katie
Hyslop, takes the reader into the world of a class of distracted students who live with a multitude of
various life-stressors, and how they can be encouraged to harness their energy and focus through self-
regulation. The program is called MindUp, and is one of many programs used throughout the British
Columbia school system to teach children empathy, self-worth, and altruism. Beginning with mindful
breathing students graduate to mindful senses, like tasting and listening, and eventually branch out into
deliberate acts of kindness towards one another and the community as a whole. The approach is
anchored in self-regulation; in helping students overcome stress and negative anxiety. As students, we
realize how crucial it is to understand yourself, your peers, and build healthy relationships. When
students are distracted due to life stressors such as parental-divorce, lack of nutrition or overall health,
and feelings of inadequacy, learning and participation become next to impossible. The same goes for a
child with AD/HD; how can we expect a student to sit quietly in their seats if their bodies protest to such
a degree? What is lacking in many schools is this idea of self-regulation, of providing students with a
safe, free environment where they can wind down, meditate, and share. Another key aspect this article
touches upon is the fact that outsiders may view special needs diagnoses as a way for schools to lobby
for money from the ministry, [yet] teachers rely heavily on the information that comes with a
diagnosis. This is an interesting statement; teachers are not trying to diagnose children, as self-
regulation in no way replaces this diagnosis, they are simply searching for a better way to more
efficiently reach their pupils, and make them feel supported in their scholastic endeavors. Powerful
stuff.

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Sources for Questions in Section # 2:

Source for question #1:
Kinnman, T. ADD vs. ADHD: Differences, Types, Symptoms, and Severity. Medically Reviwed by George
Krucik, MD. June 13th 2012. Retrieved via www.healthline.com

Source for question #2:

ADD/ADHD in the Classroom TIPS FOR TEACHERS AND PARENTS. Retrieved from

www.hsana.org/education

Sources for question #3:

British Columbia. Special Education: What is ADD/ADHD?. Retrieved via

http://www.bced.gov.bc.ca/specialed/adhd/

Duffy, J. Therapy Today. Jan Topleys Medication for ADHD, 2009. Retrieved via

http://www.therapytoday.net/article/show/419/print/

Source for question #6 & 7:

Al Khateeb, J. M., & Hadidi, M. S. (2009). Teachers' and Mothers' Satisfaction with Resource Room
Programs in Jordan. Journal Of The International Association Of Special Education, 10(1), 56-59.
Source for question #9:
BC Teacher Federation. A note from your teachers: A report from the BCTF to the members of the

legislative assembly. Retrieved via

https://www.bctf.ca/publications/NoteFromTeachers.aspx?id=15490

Sources for Activities in Section # 3:

Sources for activities #4,5 & 6:
Antrop, I., Buysse, A., Roeyers, H., & Oost, P. (March 01, 2005). Activity in children with ADHD during

waiting situations in the classroom: A pilot study. British Journal of Educational Psychology, 75, 1,

51-69. Retrieved via http://www.ldonline.org/article/8797/

Salend, S. J., Elhoweris, H., & van, G. D. (May 01, 2003). Educational Interventions for Students with ADD.

Intervention in School and Clinic, 38, 5, 280-88.

Schumaker, J. B., Nolan, S. M., & Deshler, D. (1985). Learning strate- gies curriculum: The error

monitoring strategy. Lawrence: University of Kansas Press.

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Section 5: Closing Remarks

I want to personally thank all of you for joining me today and taking the time out of your busy
schedules to learn a bit more about what students with AD/HD need in a classroom. Before we close, I
wanted to know if anyone has any questions that we havent answered throughout the workshop?
NOTE: If you are pressed for time, jot down the additional questions, and tell them that you can
communicate with them via e-mail.

Make sure to tell the teachers

that you will be using their
questions and suggestions to
update the workshop. Our hope is
that as this workshop is presented
from school to school, it will
slowly become more and more
complete.

I also wanted to let you all know that this workshop has been (or will be) uploaded to Teachers Pay
Teachers. Teachers Pay Teachers is an online trading post for teachers to share their work with other
teachers. If you leave me with your e-mail addresses before you go, I will forward the link to each of you,
that way you will all have copies of the classroom activities that weve designed for you to use in your
classrooms. I hope that I have helped demystify the ADD & ADHD coding process, and that you now feel
better equipped to support your students throughout their learning journeys. Thank you!

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