First Advisor

Henderson, Russell E.


College for Professional Studies

Degree Name

Master of Education


School of Education and Counseling

Document Type

Thesis - Open Access



Number of Pages

95 pages


Attention Deficit Hyperactivity Disorder in the Classroom: Practical Strategies for Teaching to Student Strengths This project discusses the necessity of differentiated classroom instruction based on the educational and learning needs of students with Attention Deficit Hyperactivity Disorder (ADHD). Current estimates suggest that as many as 2 million school age students in the United States have been diagnosed with ADHD. A student with ADHD can be inattentive, hyperactive, and/or impulsive in his/her behaviors. With consideration for these behaviors and actions, this project identifies appropriate classroom instructional practices, which are based on the modifications and differentiation necessary for teaching students with ADHD. An understanding of Gardner's theory of multiple intelligences (MI) provides educators with a unique perspective into how best to meet the needs of students with educational and learning differences. As such a curricular unit at the primary level was developed utilizing MI theory. It is clear that an understanding of MI theory provides educators with the necessary tools to develop and execute daily classroom instruction that meets individual students' needs, regardless of a diagnosis of ADHD.

Date of Award

Summer 2007

Location (Creation)

Denver, Colorado

Rights Statement

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Included in

Education Commons