TEACHERS HAVE CHOICES
1.
GET INFORMED ABOUT ADD/ADHD.
Go to the library, check out the INTERNET, take a class, talk to teachers, principals and special education directors. Go to
in-services about learning theories, multiple intelligences, ADD/ADHD, academic strategies, join professional organizations, be a life long learner. Find a mentor in your district that knows about ADD/ADHD. There are books, tapes, videos, and such to help you become informed. You can even order books ONLINE.
2.
SMILE
Read my section on hints for para educators.
Choices
For Paras
3.
TRY OUT STRATEGIES AND PRODUCTS ON THIS SITE.
Products
Choices
4. FORM CONNECTIONS WITH PARENTS
Set up a system for communication. Call parents with POSITIVE comments frequently. Take students to the principal for positive re-enforcement and praise. Send post cards to parents and students with positive comments. Use email when possible to contact parents. It saves time.
Keep a copy for yourself!
If your parents happen to be INTERNET users, send them links -- informed parents are easier to work with than those that know very little about Attention Deficit Disorder and are having to deal with it. Encourage those not on the INTERNET to use the public library’s access -- if available.
5. BE OPEN TO HELP
Somehow, schedule a weekly planning time with the special education resource person and/or any para educators you might have working with you.
Read and use the IEP to help you develop learning activities.
Ask for a copy of the child’s goals and review it often. Be proactive for your students.
Asking for help is NOT a negative reflection of your teaching ability. Children are placed on IEPs because they need specialized help. If the “powers that be” thought regular education would fulfill the child’s needs, he/she would not need an
IEP.
Your resource person will most likely assume all is well unless you communicate otherwise.
Inclusion of special education students in regular rooms is STRESSFUL. Get help!!! That’s part of the job of an inclusion teacher -- to help YOU as well as the students.
6. REFER STUDENTS
If you suspect a student needs specialized assistance, do not hesitate to refer the student to the system your district has for testing. It takes a while for the process to reach completion. The longer you wait, the longer the student suffers. You can withdraw your request if you change your mind before actual testing occurs or if strategies suggested help. If you are a new teacher, get advice from veteran teachers and/or the principal about the process.
Many potential special education students slip through the cracks and are identified late in their schooling. It is, in my opinion,
much
more difficult to work with a newly identified 5th grader than a newly identified 2nd or 3rd grader.
Watch out for the non-hyperactive ADDers.
ADD students without hyperactivity are difficult to recognize but blossom with proper assistance.
Be aware that some districts balk at too many referrals so use professional judgment.
SMILE
THE
FREE SPELLING AIDE IS POSTED AT
http://www.egroups.com/files/ADDchoices/
GET YOURSELF A COPY
++++++++++++++++++++++++++
DISCLAIMER
This information is for
educational purposes only. Much of the information is from classes and workshops
I’ve taken during my 30+ years of working with ADD & ADHD students –
sprinkled with my own comments, thoughts and insights.
Some information has been
acquired from the INTERNET. Be
aware that not all information on the WWW is accurate.
Use your own judgment.
This information is not
intended to replace information from your doctor, therapist, lawyer,
psychologist, nutritionist or psychiatrist.
Consult your child’s (or your own) doctor for additional input.
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Editor: BJ Madewell
Wichita, KS area
316-733-9532
FAX not available
Email ADDchoices@aol.com
or ADDchoices@yahoo.com
You may copy and print this
newsletter for your own use and freely distribute it to others. You cannot sell this information. It is FREE.
Please include my email
address, web site address, & phone # on anything you give to others.
BJ Madewell
