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Arturo: ADHD Study Case
What is a ADHD student doing?
Hello!
Teacher are you
married ?Pow! What's on
TV tonight?
He’s daydreaming!
I wonder if…
INTRODUCTIONFamily
• Arturo lives with his mother (housewife), father (construction worker) and older sister.
• They live in their own house• Parents scream and talk aloud when
addressing their children• His mother overprotects him
Social Interaction
Unpopular towards peers
It’s hard to find someone to work
with him
Agressive
Bossy
Attitude Towards Learning • Easily distracted• Average student• Overenthusiastic and bored in class• Produces simple tenses, but refuses
to do complex tasks• Peers try to include him in the
activities
IMPLEMENTATION PLAN
ObjectivesTo search adequate strategies to work
with in the English class for a student with ADHD.
To give recommendations to parents on how to deal with these disorders.
To plan activities with the corresponding curricular adaptations to be used in the English classroom.
Impulsivity
Lack of social skills
Inattention
Bossy and irritating
Hyperactivity
Rebellious
ADHD
Characteristics
Starting, staying and completing
tasksInteracting
with others
Following directions
Making transitions
Produce workat normal level
Organizingmultistep
tasks
ADHD
Impact on Learning
General Guidelines• Focus on the child’s strengths• Avoid arguing• Set fair limits and stick to them• Avoid punishment• Divide complex tasks into simple
ones• Avoid unrealistic expectations• Use a loving approach
Getting Student Attention
• Use visual signs• Use color• Use eye contact. • Start a lesson with an interesting
question
Focusing Student Attention
• Be aware of competing sounds in your environment
• Use illustrations and encourage students to draw as much as possible.
• Use graphic organizers that are partially filled in.
Maintaining Student Attention
• Present with a lively, brisk pace and keep moving to maintain your visibility.
• Avoid lag time in instruction.• Talk less. • Use pictures, diagrams, gestures, and
high-interest materials.
STUDY BLOCK COGNITIVE TARGETSMY FAMILY RELATIONSHIPS Knowing about: Furniture according to parts of the houseLINGUISTIC OBJECTIVES FUNCTIONS AND LANGUAGE PROCEDURES VALUES AND
ATTITUDESEVALUATION OF LEARNING OUTCOMES
LISTENING Guessing the general
meaning of sentencesSPEAKING Sharing and
requesting information.
READING Understanding simple
vocabulary and expressions presented in familiar contexts
WRITING Substituting words for
meaningful items in written form.
FUNCTIONS Identifying and
describing parts of the house.
LANGUAGE Appliances: oven,
microwave oven, refrigerator, stove, TV.
Furniture: couch, dining room table, china cabinet, wall unit, bed, closet, cabinet.
EXPRESSIONS Furniture: Where is the chair? The
chair is in the bedroom. Where is the couch?
The couch is in front of the living room.
Warm up:1. Ss play “Simon says”
using the location words. 2. Ss solve a crossword
puzzle about location words
Presentation:3. T presents a model about
how to locate a person or an object
Practice:4. Ss complete different
examples of the model and practice the pronunciation of the exercise
5. Ss read some sentences about location and draw a picture showing what they read and practice them with a classmate
Respect for others customs.
Equal treatment with all people.
The students: Identify
vocabulary in different situations.
Complete crossword puzzles, stories, etc.
Match pictures with meanings.
Describe pictures orally.
Respond to different questions in oral or written form.
STUDY BLOCK COGNITIVE TARGETS
MY FAMILY RELATIONSHIPS Knowing about: Furniture according to parts of the houseLINGUISTIC OBJECTIVES FUNCTIONS AND LANGUAGE PROCEDURES VALUES AND
ATTITUDESEVALUATION OF
LEARNING OUTCOMES
Practice:3. Ss listen to the sentences
the T pronunciates and match them with the pictures
Production:1. Ss look at a picture and
write answers about the location of some objects
2. Ss draw a picture about their favorite room in their houses and orally they ask and answer questions about the location of different objects
3. Ss volunteer to describe the location of different objects in front of the class
This is an 80 min lesson plan (2 lessons) for fifth grade.
It is based on the syllabus
provided by the MEP
Strategies• Use colorful pictures to attract his
attention• Movement is important (Simon Says)• Use games in learning rote material• Short different activities about the
same topic, avoid being distracted• Games
Strategies • Use color to highlight important
information• Short activities avoid lag time• Give simple instructions• Drawings can help him to be creative• Pair or group work can help him
socialize
Strategies• Listening activities are useful
because the has student has to pay attention to what the teacher is saying.
• Use context to make him comfortable with the topic.
• Encourage him to draw, because this is a non disruptive activity.
RECOMMENDATIONS• Learn about ADHD.• Set clear expectations and rules.• Praise positive reinforcement.• Encourage your child to practice a
physical activity and to get more sleeping time.
RECOMMENDATIONS• Help your child eat right.• Teach your child how to improve his
social skills.• Keep in touch with your child’s
teacher to find out how he is doing in school.
• Talk to other parents whose children have ADHD.