School Success for ADHD & LD Students
Instructor: Michelle Kalina
Grading: Letter or S/U
Spring, Summer & Fall (Ongoing)
Instruction Mode: Correspondence
Academic Level: K-12 Professional Development
NDSU Credit Fee: $150
Class Offered Through Northstar Continuing Education
Have you ever had a student say that they hated school? There is a tremendous amount of pressure on students to succeed in school. When students with Attention Deficit Hyperactivity Disorder or Learning Disabilities are not able to keep up with their peers, not only do their
grades suffer, but so do their peer relationships and sense of self worth. As their grades and self-esteem suffer, these students may become disruptive in class, further alienating themselves from peers and adults. The latest research has shown that this constant state of stress impacts brain function and further decreases academic potential. The solution is to teach students that they are in control, not their disability. In this course, regular and special education teachers will learn how to identify and decrease student stressors, create interventions to identify student learning styles and strengths and use these strengths in the classroom to improve academic achievement and emotional well being. Educators will learn how to build supportive learning and social environments, reduce risk of academic failure and sense of shame and be able to provide abundant opportunities for their students with ADHD and LD to demonstrate their successes in school. As a result, teachers will see behavior problems and disruptions in class decrease, while academic achievements and friendships increase.
As a result of this participation in this course, students should:
- Analyze and understand the student's learning profile and determine how LD and ADHD impact the student's academic, social, emotional and behavioral performance.
- Use the student's learning styles and strengths to teach them techniques and interventions to maximize success and decrease frustration and failure.
- Help students to anticipate problems that may occur and encourage them to identify their assets, as well as additional supports they may need from other professionals in order to be successful.
- Create learning environments that reduce, remove and neutralize the social and academic risks that students with LD and ADHD meet.
- Provide opportunities throughout the school day for students to display mastery of lessons and experience success.
- Analyze the latest research findings on the relationship between stress and learning to help students identify their stressors and use techniques such as visualization, self-talk and physical activity to reduce stress.
The required text is:
Schultz, J. (2011). Nowhere to hide: Why kids with ADHD and LD hate school and what we can do about it. San Francisco, CA: Jossey-Bass.
Students choose 3 of the following readings to complete the critical thinking assignment. All documents may be found at http://www.eric.ed.gov Choos.e "ERIC number" in the search drop down menu. Then type in the document number starting with ED.
Brown, M. (2011). Effects of graphic organizers on student achievement in the writing process. Online Submission to ERIC. Doc. No. ED527571.
Finnan, C., Kombe, D. (2011). Accelerating struggling students' learning through identity redevelopment. Middle School Journal, 42(4), 4-12. ERIC Doc. No.. EJ917469.
Geng, G. (2011). Investigation of teachers' verbal and non-verbal strategies for managing attention deficit hyperactivity disorder (ADHD) students' behaviors within a classroom environment. Australian Journal of Teacher Education, 36(7), 17-30. ERIC Doc, No. EJ936995;
Mahler, J. (2011). When multiplication facts won't stick: Could a language/story approach curriculum. The Education Therapist, 32(1), 5-8, 20-21. ERIC doc. no. ED527570.
Schools Network (2011). The complex learning difficulties and disabilities research project: Developing meaningful pathways to personalized learning. Schools Network. Online submission to ERIC. Doc. No. ED525543.
Stetter, M., & Hughes, M. (2011). Computer assisted instruction to promote comprehension in students with learning disabilities. International Journal of Special Education, 26(1), 88-100. ERIC Doc. No. EJ936995.
Swanson, H., Lussier, C. & Orosco, M. (2011). Effects of cognitive strategy interventions on word problem solving and working memory in children with math disabilities. Society for Research on Educational Effectiveness. ERIC doc. no. ED528922.
Wilson, C., Brice, C., Carter, E., Fleming, J., Hay, D., Hicks, J., Picot, E., Taylor, A., &
Weaver, J. Familiar technology promotes academic success for students with exceptional learning needs. Online Submission. ERIC Doc. No. ED530541
Womack, S., Hanna, S., Woodall, P., & Callaway, R. (2011). Process and product explanations for what works for LD and why. Online Submission to ERIC. Doc. No. ED524165.
The textbook(s) are not included in the cost of the course.
About The Instructor
Michelle Kalina earned an M.S. in Speech/Language Pathology from the University of Wisconsin, Steven's Point. Michelle also has a B.S. in Communicative Disorders and a B.A. in German and History, with a minor in Russian. Michelle is ASHA and DPI certified in Early Childhood through Adult Populations in Educational Settings. Michelle has over 17 years of experience as a speech/language clinician.
A minimum $20 processing fee will be assessed per person for cancellations received after the start of the course. Refunds are not issued after the start of the course or after access to the course has been provided.