This course meets Florida state standards for teaching students with disabilities. For more information about this requirement, please click here.
The course is designed to provide comprehensive information on Attention Deficit and Hyperactivity Disorders. The material in this course is a useful resource for teachers, parents and other professionals involved in educating and providing support services for individuals with ADHD/ADD. The course involves the exploration of current research and best practices for understanding students diagnosed with ADHD/ADD, as well as providing useful research based intervention techniques to address academic and behavioral challenges within this population. Although the course text suggests teens are the targeted population, strategies and information found within the book are practical for K-12 students, educators, parents and professionals, as ADD can impact students of varying grade levels.
Carlow University ED 645 • Madonna University EDU 5960.37 • Notre Dame College ED 624 A ⋅ The College of Saint Rose EDT 651
The required text for this course is Teaching Teens with ADD, ADHD & Executive Function Deficits: A Quick Reference Guide for Teachers and Parents, Second Edition by Chris Zeigler Dendy. ISBN 978-1-60613-016-2
Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.
March 10-12 and March 24-26
Session/Module 1: Introduction and Overview
Objective: Creating an Understanding of Attention-Deficit/Hyperactivity Disorder
Session/Module 2: Managing the Challenge of ADHD Behaviors
Objective: Create effective classroom management techniques and positive discipline strategies
Session/Module 3: Individualized Behavior Management, Interventions, and Support
Objective: Evaluate research-based approaches that work with ADHD students with closer monitoring, more feedback and powerful incentives for behavior modification
Session/Module 4: Strategies for Engaging, Maintaining and Regulating Students’ Attention
Objective: Compare strategies to increase student listening, following directions and compliance
Session/Module 5: The Role of Differentiated Instruction
Objective: Develop strategies to reach students through differentiated and multisensory instruction
Session/Module 6: The Advantages of Teaching Cooperative Learning, Organizational and Homework Skills for Students with ADHD
Objective: Discuss how cooperative learning has a place in the overall strategy of teaching and reaching students with ADHD
Session/Module 7: Writing and Reading Basics for Students with ADHD
Objective: Create avenues leading to better written communication and editing skills
Session/Module 8: Reading Strategies and Interventions
Objective: Improve methods to assist in facilitating greater decoding skills, vocabulary and fluency
Session/Module 9: Collaborative Efforts and School Responsibilities in Assisting Students with ADHD
Objective: Develop better communication, collaboration and mutual support systems
Session/Module 10: Your Plan for Reaching and Teaching Students with ADHD
Objective: Create both short and long range goals and develop an action plan of strategies and interventions in order to best meet the needs of ADHD students
Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.
Online 3-graduate credit courses are 13 weeks in length.
On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.
Weekday courses are Monday-Friday from 8:00am- 6:00pm.
It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.
Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.
Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.
Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.