Thesis

Recommendations for teaching students with ADHD-like symptoms

A number of students experience behavior difficulties in the area of inattention, affecting their performance in the general education classroom. These attention and behavior challenges do not always require referral for student study teams or special education services. A sample of experienced special educators from San Diego County were interviewed to determine their perceptions of what constitutes effective intervention strategies that classroom teachers can implement to accommodate students who experience Attention Deficit Hyperactive Disorder (ADHD) or who exhibit ADHD-like symptoms. Many of these strategies were prereferral strategies that facilitate students' access to the Least Restrictive Environment of the general education classroom.

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