We have our own tips for suggested classroom accommodations available below on this page, feel free to email us your suggestions. We are based in Merritt Island, Florida but have home programs for those of you not in our area to help students learn how to attend, listen, remember and more. Medication still leaves many with learning difficulties. Please refer parents to our website for supportive programs that will make your job as a teacher easier.
 

For more information on Hemi Sync Music and education Click Here There are articles for ADD/ADHD, Sensory Integration, Learning Disabilities, and memory and learning in the classroom. Adding a musical buffer to the classroom environment will often decrease distractions

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VISIT http://www.pbs.org/wgbh/misunderstoodminds/attention.html
It has great demonstrations on how hard it is to learn with a learning disability  

Forward to Strategies for Auditory Processing
Forward to Sensory Integration Strategies
Forward to Processing Difficulties Accommodations

504 Accommodation Preparation

DVD $99 clearance $30 1 available	Straight talk about Autism: These two videos, now also available on DVD, feature interviews with kids with autism and their parents. They examine the key issues encountered during childhood and adolescence. Childhood Issues covers the difficulty of getting an accurate diagnosis, parental acceptance of the disability, dealing with communication deficits and beginning school. Adolescent Issues features hypersensitivities, splinter skills, teasing, Circle of Friends programs, social skills, school-to-work transition and independent living. Videos are 40 min. each; DVD is 80 min., CC, 1999.
INTRICATE MINDS II: 1 Available REG 35 Sale $20	Understanding Elementary School Classmates With Asperger Syndrome  "...the emphasis is on looking beyond the disability for the student's strengths. This approach is effective, invites empathy, and discourages classmates from bullying by challenging stereotypes. A terrific tool for teaching tolerance."  School Library Journal   Length: 16 Minutes  (Distributed in the NTSC video format primarily used in the United States and Canada.*)                 This video is an elementary school version of the highly successful “INTRICATE MINDS” program for middle and high school students.   The program includes interviews with boys and girls aged 8 through 12 who describe what it’s like to have Asperger Syndrome (AS).  They reveal some of the positive qualities classmates will find if they look past the “different” behaviors that kids with AS sometimes exhibit in school.  The program also takes viewers “inside Asperger Syndrome” with demonstrations to help them see things from the point of view of kids who have AS.    INTRICATE MINDS II can help classmates avoid the trap of ignoring or teasing kids who have trouble fitting in. Kids who understand the reasons for “different” students’ actions are much more likely to accept them socially and include them in activities. The program is designed for students in elementary grades 3 through 6 and is an excellent staff development tool.   We also offer a version of this video titled "INTRICATE MINDS III" that's applicable for a wide range of conditions such as Higher Functioning Autism, Asperger Syndrome, Semantic-Pragmatic Disorder, Pervasive Developmental Disorder, Attention Deficit Disorder and more. Most customers will only need INTRICATE MINDS II or INTRICATE MINDS III, but not both.     (*Europe and Australia use the PAL video standard. This NTSC video will play in "dual format" DVD and VHS players designed to accommodate both NTSC and PAL videos.)   Download Free Discussion Guide For Intricate Minds II in Word for Windows Format
INTRICATE MINDS III: Only 3 left order now reg $35 now $15	Understanding Elementary School Classmates Who Think Differently "Presented with compassion and humor, this live-action production offers a superb introduction to the challenges faced by children with neurobiological challenges…" School Library Journal    (DVD and VHS programs are identical -- packages have different designs.)     Length: 17 Minutes  (Distributed in the NTSC video format primarily used in the United States and Canada.*)   The program features interviews with boys and girls aged 8 through 12 who describe what it’s like to have conditions that make them act differently from their peers in school. They reveal some of the positive qualities classmates will find if they look past these “different” behaviors.                                                                            The program includes “point of view” demonstrations to show kids how things might seem to them if they perceived the world as some of their classmates do.  INTRICATE MINDS III can help students avoid the trap of ignoring or teasing kids who have trouble fitting in. Students who understand the reasons for “different” classmates’ actions are much more likely to accept them socially and include them in activities.  The program is designed for students in elementary grades 3 through 6 and is an excellent staff development tool.   IF YOU PLAN TO BUY BOTH INTRICATE MINDS II AND III: Please note that this video is very similar to INTRICATE MINDS II: Understanding Elementary School Classmates with Asperger Syndrome.  While much of the footage is the same, INTRICATE MINDS III features different narration and additional interviews that make it applicable to a wide range of conditions such as Higher Functioning Autism, Asperger Syndrome, Semantic-Pragmatic Disorder, Pervasive Developmental Disorder, Attention Deficit Disorder and more. Most customers will only need INTRICATE MINDS II or INTRICATE MINDS III, but not both.   (*Europe and Australia use the PAL video standard. This NTSC video will play in "dual format" DVD and VHS players designed to accommodate both NTSC and PAL videos.)   Download Free Discussion Guide For Intricate Minds III in Word for Windows Format

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Classroom Strategies for Engaging Students Attention

The number one complaint from ADHD students is my teacher does not care!!!!!! 
That is simply not true of you, if you are taking the time to read this page.
They want you to know that they need special handling. "Medication may help some students behavior, but it does not improve their processing skills. They are still trying to learn with a deficit." 
I think that one of the most crucial parts of teaching these students is to have an understanding of what they struggle with; not by choice, but by problems associated with their disorder.

TOP FIVE STRATEGIES
Visit Author Tom Daly at http://www.adhdsolution.com/teachers for his free 5-part report

1. Find Out What Your Struggling ADD ADHD Student Loves And Figure Out A Way To Involve That In His School Day.  Create methods to engage their interest in a personal way with something that he loves. Help the child find his areas of strength so that he can build his self-esteem. Concern about the students self esteem and motivation is vital to building his success in your classroom. Finding out what a student loves, often gives you the ability to get the student to shift gears. Read up on how they train SHAMU -A climate of praise, excitement and positive association quickly becomes very powerful! EXAMPLE: My daughters kindergarten teacher kept an interesting array things students could do when they finished their work. She completed all assignments for that teacher. 

2. "Pay Attention" To Your Students’ Misbehavior.  Student misbehavior isn't just an annoying disruption --- it's often a secret message that usually that message can be boiled down to two words: "Reach me."  REMEMBER: Some children need to move in order to pay attention. Watching children can provide cues to choosing activities to provide appropriate sensory strategies for organizing behavior and improving attention. What you are catching them doing “wrong” may be the clue you need to discover what strategies would help him/her focus. Teach them acceptable ways of expressing that extra energy. Roll a pencil between their hands, bouncing their feet, chewing on something as an alternative to talking etc. Instead of fussing at them, give them an outlet or suggest an alternative behavior.

3. Build rapport with the student:-Win the respect from your student. Respond in such a likeable and happy way that he becomes comfortable letting his guard down. You’ll be astonished what this relationship alone will do, and you might even become a hero to him in the process.  Give him a break once in a while. Know the difference between big things and little things, and don't confront him on each little thing. It is hard for these children to control themselves all of the time.  Take the time to find one thing the student did well each day. The rapport you build will encourage more effort on their part to do well in school.  One of my clients tallied his day and was fussed at 67 times in one day. Wouldn't it be easier to build a "kind" relationship, for them to thrive and succeed from? Get creative and interactive with this student, it will show him that you care about his experience in your classroom.

4. Change your mindset -Start Coaching.  You almost want to think of yourself as a personal trainer for these kids. The typical teacher is thinking, "I need to establish control, and the student needs to follow me and do what they’re told." And that works just fine for regular students. But it’s a whole different ball game with ADHD kids. Coaches want their students to succeed and build on their strengths!!! Read up on how they train SHAMU They are forced to consider what is best for the student when their student is so much bigger than they are. 

5. Effective teachers make accommodations in the learning environment by guiding children with processing difficulties with follow-up directions. Medication may help some students behavior, but it does not improve their processing skills. They are still trying to learn with a deficit. Use both auditory and visual directions and review directions when child is off task. Their follow through/task completion is always dependant on your follow up!!! ADHD Students tell me they often don't finish a task because they lost track of what they were supposed to do.
Check comprehension within the first minute of every task by glancing at their work.
Oral Directions. After giving directions to the class as a whole, provide additional, oral directions for a child with processing difficulties. For example, ask the child if he or she understood the directions, and repeat the directions together.
Visual Directions. Provide follow-up directions in writing. For example, write the page number for an assignment on the blackboard. You can remind the child to look at the blackboard if he or she forgets the assignment. Highlight or underline key words in directions.

HINT-Children with processing difficulties may need you to demonstrate or show them how to do the first problem. Watching and guiding them until they are successful at a problem or two would confirm that they understand the directions. It will also help you to identify any processing problems with the specific assignment and make an immediate accommodation. Making personal accommodations show that you care!!!!! Walking around your room during seatwork keeps students alert and allows you to provide assistance without them having to ask for it.

Most underachieving kids want to be successful  . . . even if they might not act like it. 

*****Never discipline these students by taking away recess privileges or PE- You will intensify the random movements, hyperactivity, fidgeting and outbursts. Besides the exercise induces the release of the neurotransmitters needed for concentration.

Establishing the Proper Learning Environment

Place these students up front with their backs to the rest of the class to keep other students out of view. It is usually better to use rows for seating arrangement and to try to avoid tables with groups of students. Often the groups are too distracting for the ADHD child. In the ideal setting, provide tables for specific group projects, and traditional rows for independent work. Of course, we are rarely in an ideal setting.

Your ADD ADHD student's desk should be near the teacher (for prompting and redirection), away from other challenging students, and not touching others' desks. However, if you notice that your attention deficit student looks around a lot to see where noises are coming from, because he is very distracted by sounds, he may benefit from being seated near the rear of the classroom. Experiment with seat location in the front of the classroom (near the board) and instructional area if your student is more visually distracted. 

Surround students with ADD with well focused students. Encourage peer tutoring and cooperative/collaborative learning.

Avoid distracting stimuli. Try not to place students with ADD near air conditioners, high traffic areas, heaters, or doors or windows.

Develop a consistent routine- avoid changes in schedule, and disruptions.

Be creative! Produce a stimuli-reduced study area. Let all students have access to this area so the student with ADD student will not feel different.

Try "'playfulness," silliness, a bit of theatrics (props and storytelling) to get students attention and peak interest.

It has become somewhat fashionable to play classical music, or baroque music, quietly in the background while students are working. This often prevents distraction from other classroom chatter and noise. Incredible Horizons can provide guidance in selecting the appropriate music and sometimes a classroom CD upon request.

REMEMBER: Some children need to move in order to pay attention. Watching children can provide cues to choosing activities to provide appropriate sensory strategies for organizing behavior and improving attention. What you are catching them doing “wrong” may be the clue you need to discover what strategies would help him/her focus.

Giving Instructions to Students with ADD/ADHD

• Maintain eye contact during verbal instruction; use exaggerated gestures and variety in the tone of your voice.
• Make directions clear and concise. 
• Simplify complex directions. Avoid multiple commands.
• Make sure students comprehend the instructions before beginning the task. Check for clarity. Make sure directions are clear and understood before expecting students to work independently.
• Repeat instructions in a calm, positive manner, if needed.
• Help the students feel comfortable with seeking/needing assistance (most children with ADD will not ask for help). Gradually reduce the amount of assistance, but keep in mind that these children will need more help for a longer period of time than the average child.

Giving Assignments

• Give out only one task at a time.
• Monitor frequently. Maintain a supportive attitude.
• Modify assignments as needed. Consult with special education personnel to determine specific strengths and weaknesses of each student. Shorten the seatwork assignment if necessary.

Make sure you are evaluating mastery/knowledge and not attention span.

Give extra time for certain tasks. Students with ADD may work slowly. Do not penalize them for needing extra time.

Give a manageable amount of work that the student is capable of doing independently. *******Every other problem or half the assignment often reinforces the skill without stressing the student/teacher about getting the work done. It does not always take doing every problem to reflect mastery of the skill.

Keep in mind that children with ADD are easily frustrated. Stress, pressure, and fatigue can break down their self-control and lead to poor behavior.

Require a daily assignment notebook if necessary:

• Make sure each student correctly writes down all assignments each day. If a student is not capable of this, the teacher should help him or her.
• Sign the notebook daily to signify completion of homework assignments. (Parents should also sign.)
• Use the notebook for daily communication with parents.

Providing Supervision and Discipline:

Remain calm, state the infraction of the rule, and avoid debating or arguing with the student.
Have pre-established consequences for misbehavior.
Administer consequences immediately, and praise proper behavior frequently. 
Reward and give attention for the behaviors that you want the struggling ADD ADHD student to do, not the one's that you don't want him to do. 
Enforce classroom rules consistently.
Make sure the discipline fits the "crime," without harshness. Stress depletes the neurotransmitters required to refocus.
Avoid ridicule and criticism. Remember, children with ADD have difficulty staying in control.
Avoid publicly reminding students on medication to "take their medicine."

*****Never discipline by taking away recess privileges or PE- you will intensify the random movements, hyperactivity, fidgeting and outbursts. Besides exercise induces the release of the neurotransmitters needed for concentration.

Providing Encouragement:

Reward more than you punish, in order to build self-esteem.
Praise any and all good behavior and performance immediately.
Use simple rewards in motivating behavioral change.
Find ways to encourage the child.
Teach the child to reward himself or herself. Encourage positive self-talk (e.g., "You did very well remaining in your seat today.  How do you feel about that?"). This encourages the child to think positively about himself or herself

Helping stay on task

Have students use signals to the teacher/aide for "I need help!" Some teachers use a hand sign or a colored swatch that students may place on their desk that alerts any adult scanning the room that the student needs assistance.

Scan classroom frequently. All students need positive reinforcement. Give positive comments with high frequency, praising students specifically whom you observe to be on-task. This serves as a reminder to students who tend to have difficulty.

Move around in the classroom to maintain your visibility. It is important for the teacher to be able to move about the entire room and to have access to all students. Practice "Management By Walking Around" in the classroom. The more personal interaction, the better. Glance at  their work frequently to ensure they even understand the assignment. Sometimes their follow through/task completion is dependant on your follow up! Our students stay on task much better for the teacher that roams the classroom to check progress during seatwork. 

Teach students to self-monitor their own on-task behavior. Some teachers use an auditory signal (e.g., chimes, bells, a count down, or my favorite -clapping a rhythm for them to repeat). In some classrooms and students reward themselves with points if they are on- task when the cue occurs. Some teachers just use the sound to remind students to refocus. The cue often corrects behavior without direct confrontation or loss of self-esteem.

 Scan classroom frequently. All students need positive reinforcement. Give positive comments with high frequency, praising students specifically whom you observe to be on-task. This serves as a reminder to students who tend to have difficulty.

Have students use signals to the teacher/aide for "I need help!" Some teachers use a sign or a colored signal that students may place on their desk that alerts any adult scanning the room that the student needs assistance. 

Through the use of a headset, the auditory level of a student's environment can be almost completely controlled. Distracting noises in the classroom can be masked by neutral, non-disturbing sound or music. Although many types of music produce the masking effect, research has shown that classical music, particularly Bach, actually enhances the brain's processing capacity. When selecting the music for a classroom Walkman or portable CD player, it's not a matter of matching the student's personal taste; the goal is to find the music that does the best job of building concentration.

Have you noticed the use of color on this document; Research has shown that the use of blue, red, and green in a document promotes attention. Claire Jones, a renown speaker and author on teaching strategies, passionately promotes this technique. She also states that yellow highlighters have the opposite effect. 

My daughter's school principal understands how important a relationship with the teacher is to her success in the classroom. *****Sometimes it is best to call out a mismatch of teaching techniques and students learning styles in order to give a student the best environment to learn in. This idea of matching what students need from a teacher to the teachers style of teaching is supported by all learning research, but especially by those in the Sensory Integration arenas. If you have a mismatch, please don't feel like it's your fault. It's to the students benefit to switch classrooms or for you to ask for help early in the year.

References
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed., rev.) (DSM-IV-R). Washington , DC : APA.

Suggested Reading

Bender, W. (1997). Understanding ADHD: A Practical Guide for Teachers and Parents. Upper Saddle River , NJ :Merrill/Prentice Hall.

Fiore, T. (1993). Educational interventions for students with attention deficit disorder. Exceptional Children, 60(2), 163-73.

Gardill, M. (1996). Classroom strategies for managing students with attention deficit/ hyperactivity disorder. Intervention in School and Clinic, 32(2), 89-94.

Hallowell, E. (1994). Driven to Distraction: Recognizing and Coping with Attention Deficit Disorder from Childhood through Adulthood. Tappan , NJ : Simon & Schuster.

Hartmann, T. (1993). Attention Deficit Disorder: A Different Perception. Novato , CA : Underwood-Miller.

Reeve, R. (1996). A Continuing Education Program on Attention Deficit/Hyperactivity Disorder. Reston , VA : Council for Exceptional Children.

Rief, S. (1997). The ADD/ADHD Checklist. An Easy Reference for Parents and Teachers. Reston , VA : Council for Exceptional Children.

Robelia, B. (1997). Tips for working with ADHD students of all ages

ADHD and the Classroom:

The Educational Implications of ADD/ADHD, Roberta Weaver, Ed.D and Mary F. Landers, Ed.D (1998) This informative article explores educational responsibilities, models of intervention, and strategies.

ADHD and Children Who Are Gifted, ERIC Digest #522, 1993 - This fact sheet summarizes for parents and teachers information on children who have an attention deficit disorder with hyperactivity (ADHD), are gifted, or are both ADHD and gifted.

Checklists for Teachers, Sandra Rief - This renowned ADHD expert offers guidance on getting, focusing, and maintaining students' attention in the classroom, plus keeping students on-task during seat work.

Targeting Home-School Collaboration for Students with ADHD, Teaching Exceptional Children, July/August 1999 - This article is packed with good ideas on how to facilitate collaboration and communication between home and school to enhance the learning of students with ADHD.

Teaching Children with Attention Deficit/Hyperactivity Disorder, ERIC Digest #569, 1998 - Lots of helpful tips on instructing students with ADHD.

Dual Exceptionalities, ERIC Digest #574, 1999 - An examination of the characteristics of gifted students with disabling conditions, including ADHD.

ADHD--Building Academic Success, Appalachia Educational Laboratory - This brief examines how the mismatch between school environments and children with ADHD contributes to school failure, and reviews suggested changes in policy and practice that can help schools become places of growth and development for all students, including those with ADHD.

Attention Deficit Disorder: What Teachers Should Know, U.S. Department of Education, 1994 - This article is a good source of information for all teachers. It describes ways in which teachers can work with ADD students effectively.

Why is High School So ADD Unfriendly, and What Can You Do About It?, Dr. Kathleen Nadeau, 1998 - Tips about making the best of high school.

Suggestions for working with Auditory Processing Disorder and Sensory Integration Disorder

VISIT http://www.pbs.org/wgbh/misunderstoodminds/attention.html
It has great demonstrations on how hard it is to learn with a learning disability

What are Central Auditory Processing Problems in Children?

Learning Disabilities Association of America
Fact Sheet
January 1996

"Okay, class, before you open your science book to page 95 for the next lesson, get out your homework from yesterday, and put it in the right hand corner of your desk for me to review; then we'll be ready to start." Ron takes out his social studies book and stares into space. Why didn't Ron follow the teacher's directions? Not listening? Distracted? Not paying attention? Poor conduct? Hearing loss? Any of these explanations is possible. Or maybe Ron hears the sound, but has a problem processing or understanding what is said to him particularly when the language used is complex, spoken rapidly, or is lengthy, and when there is a lot to look at and lots of noise around him. The inability to understand spoken language in a meaningful way in the absence of what is commonly considered a hearing loss is called a central auditory processing problem. Other terms that have been used interchangeably include: auditory comprehension deficit, central deafness, word deafness, and auditory perceptual processing dysfunction.

Frank Musiek, audiologist and researcher in this area, has described central auditory processing as, "How well the ear talks to the brain, and how well the brain understands what the ear tells it."

Evaluation by both an audiologist and a speech-language pathologist provides important information about the person with central auditory processing problems. An audiologist will evaluate a child's hearing and identify possible processing problems. This professional will also make recommendations about treatment strategies concerning improving the listening environment and monitoring any changes in hearing status. A speech-language pathologist can evaluate a child's perception of speech and his/her receptive (understanding) and expressive (production) language use. These professionals and a child's teacher and parents can work together to determine the scope of the problem and the most effective treatment techniques.

Two general treatment approaches have been used for central auditory processing problems. One approach focuses on training certain auditory and listening skills such as auditory discrimination (e.g., telling the difference between peas and bees), localization of sound, sequencing sounds, or identifying a target sound in a noisy background. Training these skills in isolation, however, may not help a child to understand complex language, such as a teacher's instructions, Therefore, another approach concentrates on teaching more functional language skills (e.g.,, vocabulary, grammar, conversational skills) and uses strategies (e.g., visual aids and repeating directions) to facilitate the processing of language.

Changes can also be encouraged at home and in the classroom to help a child with central auditory processing problems:

1. Seating

Select seating for the child away from auditory and visual distractions to help focus and maintain attention. A seat close to the teacher and the blackboard and away from the window and the door may be helpful.

2. Setting

Reduce external visual and auditory distractions. A large display of posters or cluttered bulletin boards can be distracting. A study carrel in the room may help. Ear plugs may be useful for distracting noise from a heater or air conditioner, the pencil sharpener, or talking in the hallways. Check with an audiologist to find out if ear plugs are appropriate and which kind to use. Placing mats and cloth poster boards on classroom walls has been shown to decrease the reverberation of noise. A structured classroom setting may be more beneficial than an open classroom situation.

To improve the listening environment, an audiologist may recommend the use of a device that transmits the teacher's voice directly to the student's ear while blocking out background noise. The audiologist can provide recommendations on the potential benefit of available options based on the
child's individual needs.

3. Speaking

Gain the child's attention before giving directions.
Speak slowly and clearly, but do not overexaggerate speech.
Use simple, brief directions.
Give directions in a logical, time-ordered sequence. Use words that make the sequence clear, such first, next, finally.
Use visual aids and write instructions to supplement spoken information.
Emphasize key words when speaking or writing especially when presenting new information.
Pre-instruction with emphasis on the main ideas to be presented may also be effective.
Use gestures that will clarify information.
Vary loudness to increase attention.
Check comprehension by asking the child questions or asking for a brief summary after key ideas have been presented to be sure the child understands.
Paraphrase instructions and information in shorter and simpler sentences rather than by only repeating.
Encourage the child to ask questions for further clarification.
Make instructional transitions clear.
Review previously learned material.
Recognize periods of fatigue and give breaks as necessary.
Avoid showing frustration when the child misunderstands a message.
Avoid asking the child to listen and write at the same time.

For children with severe central auditory processing problems, ask a buddy to take notes, or ask the teacher to provides notes. Tape recording classes is another effective strategy.

Central auditory processing problems can affect learning particularly in areas like spelling and reading. It is important to identify problems early and help the child acquire adaptive strategies to compensate. If your child is a "poor" listener, frequently misunderstands speech, and has difficulty following directions, consult an audiologist or speech-language pathologist to determine if problems exist.

* * * * *
Compliments of American Speech-Language-Hearing Association.

Auditory Products and tools for the classroom can be found at
http://www.oaktreeproducts.com

Some quick and VERY GENERAL suggestions to consider when working with kids with sensory deficits include:

1) keep things VERY organized and predictable to include use of visual schedules and prompts when appropriate;
2) break up tasks that require more intensive attention and provide some intermittent reinforcement for success and as a way to take a break;
3) also break up tasks that are more complex into smaller, simpler steps;
4) provide information/requests/etc using a multi-modal approach...pair verbal requests/directions with simultaneous gestures and/or relevant visuals when possible;
5) be absolutely clear and try not to use a lot of words to explain or make requests...do not use vague or easy to mis-interpret language;
6) use precorrection...let the student know what is going to happen and what is expected within tasks and across transitions;
7) consider where the child sits in the room in order to reduce visual distracters and noise while allowing the teacher to do some proximity management;
8) watch for early 'warning' signs that the child is getting overloaded and offer brief breaks / changes in the activity...teach the child to recognize these 'warning' behaviors and request a break, extra help, etc.;
9) emphasize effective use of functional language and the child’s enhanced ability to express wants/needs;
10) build rapport and consider the use of an individualized reinforcement schedule;
11) identify and directly teach needed social interactive and learning readiness skills; and
12) administer a comprehensive functional behavioral assessment.

• Follow-Up Oral Directions. After giving directions to the class as a whole, provide additional, oral directions for a child with processing difficulties. For example, ask the child if he or she understood the directions, and repeat the directions together.
• Follow-up Written Directions. Provide follow-up directions in writing. For example, write the page number for an assignment on the blackboard. You can remind the child to look at the blackboard if he or she forgets the assignment.

Click on banner to purchase Vaxa products- All material protected under copyright law and US. Trademark. Problems with this site should be e-mailed to Webmaster at ih2000@incrediblehorizons.com   Google Incredible Horizons   For more info on healthy- drug free programs for successful living click on a link below ADHD / ADD Autism Information Loop Intro for Parents Understanding ADD/ADHD Life and Development with ADHD Progression of ADHD into adulthood Treating Attention Problems Autism Spectrum and TLP    Dietary Needs / Suggestions Digestive Solutions  ADD / ADHD- The Biochemical Approach Theanine-A safe & natural substitute for   Ritalin, Adderall etc. Learning Disabilities and Social Skills Programs for ADD/ADHD & Autism Program Suggestions   Rehab for Brain Injury   ADD/ADHD & ASD-Autism   Auditory Processing Disorder CAPD   Bi-polar Disorder   Adult Optimum Performance   Sensory Integration    Visual Processing Disorders    Dyslexia & TLP   Sharpening the aging mind   Stress Busters   Digestive Solutions What if I don't know what is wrong? Why our Programs work General Links Page   All material protected under copyright law and US. Trademark. Problems with this site should be e-mailed to Webmaster at ih2000@incrediblehorizons.com Accommodation Preparation We would like to thank Dr Joel Shuy  of Brevard Psychiatry and Psychology for his input in this section Some of the academic difficulties that are a part of the attentional disorder part of the attentional disorder will include: Remembering directions, assignment details, what supplies and textbooks to take home, and even       to turn in assignments etc. Difficulty in processing both visual and auditory information-especially when        information is given during conflicting stimuli Difficulty in copying from one object to another-book to paper, board to paper etc. Sitting still and quietly Difficulty paying attention-easily distracted by thoughts, sounds (typical classroom noise) and        sudden movements Listening and following directions Working independently Completing work within the same amount of time allowed for other students Cooperating when frustrated or having difficulty understanding assignments Reading and comprehension will be impaired when learning new material in an environment with       distractive auditory & visual elements Medication does not help the processing impairments associated with this disorder. He is still trying to learn with a deficit. There is often a tremendous difference between academic performance and his capabilities. Stress and frustration often shut down executive functioning. Their ability to perform is also extremely impaired with auditory or visual distractions, making his ability to attend extremely difficult. They will not respond to being verbally singled out in front of other students, and it would be advisable to work out more creative means of prompting and redirecting her. Please create and rehearse the use of hand signals, non verbal cues and other mini protocols to reduce his stress and frustration levels in the classroom. Accommodations that would be helpful: 1. Shortening/reducing/adapting seat work/assignments to accommodate processing difficulties & a slower processing speed (unless the teacher is willing to provide extra time in the classroom). 2. Allow more movement in the daily routine and sensory strategies to soothe and focus the student. Being allowed to fidget or chew on something will create better concentration for this student. 3. Teaching in small groups (as much as possible) or use other techniques to allow the teacher to monitor and accommodate processing difficulties with assignments at all times. 4. A non verbal cuing system for letting teacher know that extra help is needed. 5. Preferential seating to maximize access to teacher and freedom from distractions. 6. A non verbal cue for self evaluation and self monitoring of behavior/focus. 7. Parent be provided with instructor written Instructions for homework assignments-(His processing skills may not allow him to copy pertinent details) 8. Improve the auditory environment of the classroom- They need a headset to provide musical buffer to typical classroom noise and a voice amplification system for the teacher will help with auditory distractibility and processing- (CD player only-no radio combo) 9. Textbook CD’s (provided by Public Schools) or a reading device would provide simultaneous multi sensory input as he follows in book allowing for better comprehension and processing 10. Repeat and clarify simple instructions until he has comprehended the key elements of the assignment. Provide kind and positive reinforcement when he forgets them during seatwork or an assignment. 11. Any additional accommodations teachers can create for academic success Administrative notes: Carefully choosing his instructor will save on administrative time during the school year. He would benefit from being placed with teachers that: A. Understands how to engage students with these difficulties and provide a kind and helpful relationship with them B. A teacher that moves about the classroom during seatwork in order to provide attentional stimulation as well as assistance and adaptations to assignments C. A teacher that provides simple and repeated directions with a simultaneous and multi-sensory approach D. Allows movement, sensory activities and fidgeting that help soothe and focus John E. Uses adaptive programs like voice amplification and textbook's on CD provided by public school system F. Provides constant written communication of progress and assignments for the parent *A teacher with specialized training in ADHD, sensory processing or brain functioning would be helpful. Being placed in a classroom where Brain Gym or sensory strategies are a part of the daily routine would also be helpful. This student needs a 504 plan for all instructors to follow. The adaptations listed above should prove helpful in saving time at your meeting. Please follow up every thirty days to ensure adherence to this plan. Traditional behavior modification methods are not likely to be effective in the classroom since these difficulties are neurologically based. However, there are accommodations that can increase the likeliness of academic success. They will decrease the stress and frustration that make it difficult for his brain and neurological system to function. Instructors notes: One of the most crucial parts of teaching these type students is understanding what they struggle with; not by choice, but by problems associated with their disorder. Below are some recommendations in carrying out the accommodations suggested. The comments correspond with the number attached to the accommodation. A lot of these accommodations are good teaching habits and most students will benefit from their use in the classroom. 1. Start out the year by shortening the assignment with a certain percentage of the assignment then increase it as you go through the school year. Quietly watch as he begins assignment to ensure comprehension of the assignment and provide personal adaptation if needed. Check on him within the first minute of the assignment. If providing a worksheet, make sure the sheet is designed for processing ease and is not visually overwhelming. Mastery can be determined with completion of five problems as easily as ten problems. He responds well to "deals" like- "If you get all of the first five right, you don't have to do the last five" or "When you do five correctly, you can stop." Exercise improves the production of the brain chemicals required for concentration & attention. So recess actually helps him.   2. This student will benefit from any sensory movement- being the one to erase the board, take something to the trash etc. Chewing on something and fidgeting will soothe and create focus for this student. We encourage rolling a pencil between the hands or bouncing or rubbing the leg or foot. Tapping his fingers against each other or a solid object (without noise) may also stimulate more attention. Teach them acceptable ways of expressing that extra energy. 3. If you can not teach in small groups, engaging a student's attention is more difficult. Use your imagination, playfulness and a sense of humor in developing techniques that allow you to constantly engage and monitor progress. Voice modulation, praising the attentive students, and positive personal interaction all need to be tried. FYI-Monitoring infers providing redirection and adaptations rather than verbal comments that increase his frustration level. Research presented at the 2002 CHADD conference shows a depletion of the flow of dopamine when a child with a learning disorder is frustrated or unsuccessful. Dopamine is a brain chemical needed for executive brain function during learning. This students executive functioning becomes extremely impaired when frustrated. 4. A cuing system, used in a local charter school, is the "H" hand sign used in sign language. An old fashioned rising of the hand works well too. This requires a teacher to kindly and quietly interact with students during seatwork. Any cue will help bridge the gap between performance and ability: helping him demonstrate what he is capable of doing. ****It needs to be the same protocol with all of his teachers, perhaps administration could help in creating a special school wide cue like this charter school did. 5. Close access to teacher makes it easier to provide additional instruction and adaptations without it taking a huge effort on your part. It also allows you to visually notice when he is lost in order to provide a quick supportive response. Corner seating often provides fewer distractions from the classroom.  Again, our website provides more information on how to create the best learning environment. 6. The skill of self monitoring can be developed & could save you time. A simple protocol of a bell, hand clap, a countdown etc. can be really helpful in redirecting his attention to what it should be on- without a verbal confrontation. Again the cue should to be the same with all teachers. 7. His parents sincerely want to better his future. Communication with parents is a vital component to them supporting you. I'm sure they will be glad to purchase a special binder or notebook so there is a consistent way of carrying information between the school and home. Sometimes if your planner is organized with assignments on it you can copy that for the week. If you computerize your planning it can be easily shared with the parent over the internet. *IMPORTANT: Do not depend on this students copying skills!!!!!!!! 8.  There is often a significant improvement in executive functioning when music is used as a buffer to extra auditory distractions. A headset cupped over the entire ear is recommended. Through the use of a headset, the auditory level of a student's environment can be almost completely controlled. Distracting noises in the classroom can be masked by neutral, non-disturbing sound. Although many types of music produce the masking effect, research has shown that classical music actually enhances the brain's processing capacity. When selecting the music for a classroom Walkman or portable CD player, it's not a matter of matching the student's personal taste; the goal is to find the music that does the best job of building concentration. The amplification system will aide in the general auditory processing of your lesson & verbal instruction. Moving around the room does engage more attention in most students but it makes it difficult for the student who does better processing the direct stimulation of your voice. An amplification system allows you more freedom and allows this student to have direct stimulation even when you are moving or facing the board to write on it. 9. An easy accommodation already provided by the county. I believe all of the textbooks are available on cassette or CD from the district. 10. THIS IS ONE OF THE MOST IMPORTANT ISSUES- THIS STUDENT WILL NEED INSTRUCTIONS TO BE SIMPLE AND REPEATED while executing the assignment. When this student asks you to repeat the instructions, calmly and kindly repeat them. Visually scan his work often to make sure he is comprehending and completing the assignment (Within first minute and as often as you can during the assignment). Confrontational verbal prompts that single him out are embarrassing to this student and are not a positive influence on his academic performance. They should be eliminated from his learning environment as they will likely result in his shutting down. It is essential to complement your writing of instructions on the board with simultaneously verbalizing the same thing. *****(When writing "when", say "when".) Highlighting or underlining key words in written in the directions is one strategy that will help. It is conflicting when you are writing one thing and speaking of another aspect of the assignment. This student will become cognitively overwhelmed and will not process either element efficiently. It is next to impossible for this student to pay attention to both what is being written and what is being said. This student performs best with the simultaneous stimulation so when he doesn't catch something the visually, the verbal instruction backs it up (and vice versa). 11. Get creative and interactive with this student, it will show him that you care about his experience in your classroom. 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