First Advisor

Camelio, Michael

College

College for Professional Studies

Degree Name

Master of Education

School

School of Education and Counseling

Document Type

Thesis - Open Access

Comments

Education

Number of Pages

73 pages

Abstract

"Attention deficit hyperactivity disorder (ADHD) occurs in 3% to 5% in school age children" (Sherman, Rasmussen, & Baydala, 2006, p. 1). This figure continues to grow due to diagnoses of ADHD, which were not identified earlier in young children. This increase in the number of students with ADHD effects educators and how they manage their classroom. The success of an educator is based on how well his or her students learn and how that educator manages the classroom environment. Typically, ADHD students disrupt the learning environment consistently, which effects the overall learning environment. Educators are provided with instructional and behavioral strategies in their degree programs about how to manage their classroom for average students. Some of those strategies are ineffective, if not implemented correctly, when those disruptive situations occur and, in some cases, those strategies will have no effect on a student with ADHD. Although ADHD is on the increase within the student population of all classrooms across the United States, relatively few behavioral strategies have been identified for students with ADHD, even though research has increased within the past 20 years about how educators can better manage their classrooms and students with ADHD. In most circumstances, students with ADHD are not covered under IDEA or 504 Plans which would give students with learning disabilities access to special education within their schools but, generally they are included in the inclusive classroom.

Date of Award

Spring 2009

Location (Creation)

Colorado (state); Denver (county); Denver (inhabited place)

Rights Statement

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.

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