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Sherrlynn R. Korn

I am a Special Education Inclusive Teacher Coordinator. I assist teachers modify their lesson plans to accomodate children with disabilities.

I am available to assist general education teachers. Contact me by clicking my e-mail address below. Place in the subject line these words: Inclusion Classroom Help

1-800-422-7249

Published By Division of Innovation and Development Office of Special Education Programs Office of Special Education and Rehabilitative Services U.S. Department of Education This document was developed by the Chesapeake Institute, Washington, D.C., with The Widmeyer Group, Washington, D.C., as part of contract #HS92017001 from the Office of Special Education Programs, Office of Special Education and Rehabilitative Services, United States Department of Education. The points of view expressed in this publication are those of the authors and do not necessarily reflect the position or policy of the U.S. Department of Education.

The child who repeatedly disrupts your class and who seldom completes assignments may not be deliberately troublesome, but could be showing signs of Attention Deficit Disorder (ADD). Similarly, a student who constantly stares out of the window might not be intentionally ignoring you, but instead could be demonstrating behavior caused by ADD. This disorder causes impulsive behavior, difficulties in focusing attention, and sometimes hyperactivity. Fortunately, when ADD is identified correctly, a program that combines supervised medication and teaching strategies designed to modify behavior can lead to success in the classroom.

Like other children with disabilities, students with ADD are helped best when the teacher understands the students' special problems and makes some modifications to the instructional program. However, you do not have to face these challenges alone; teachers work as part of a team that includes administrators, special educators, school psychologists, healthcare professionals, and the parents

Many children with ADD are not identified until they enter school. A child's impulsiveness, inattention, and hyperactivity are most visible in the classroom because they interfere with learning. While teachers are not required to make the final diagnosis of ADD, you can help these children by recommending that a child who frequently demonstrates these behaviors be checked for ADD or other learning problems. Specialized teaching strategies can also work even before formal identification of the child's problem.

The students who should be referred to specialists are those who persistently do not listen and those who give the impression of not knowing what is happening in class. Such children may have difficulty determining what is important and focusing on it. While other children occasionally may become bored with a topic and stop paying attention for a time, children with ADD appear distracted frequently and for long periods of time, regardless of the tasks assigned. Children with ADD have difficulty concentrating on a task and often move from one assignment to another without finishing any work. They behave impulsively, without pausing to think about the consequences of their actions. In general, a child with ADD seems immature, his or her behavior resembles that of a younger child.

Many children with ADD are hyperactive, fidget when seated, and constantly run around in the classroom. Overexcited, they cannot wait their turn and blurt out answers to questions without waiting for the teacher to call on them. These characteristics are persistent, present in different settings and with different activities, and severely interfere with the child's learning.

• The student's condition is misdiagnosed.
• The educator is maintaining a state of denial.
• The educator is using ineffective methods.
• The educator has become combative with the mental health professional.

It is important to know when to refer a student to the school counselor. It is then the counselor's responsibility to determine if the student should be evaluated by the school psychologist.