Henderson, Russell E.
College for Professional Studies
Master of Education
School of Education and Counseling
Thesis - Open Access
Number of 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
© Lisa Kreutz
All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the “fair use” standards of the U.S. copyright laws and regulations.
Kreutz, Lisa, "Attention Deficit Hyperactivity Disorder in the Classroom: Practical Strategies for Teaching to Student Strengths" (2007). Regis University Student Publications. 63.