注意力缺陷

现在

  1. Make note of the student's 行为 in relation to 你的班级 that you believe are impacting/may impact the student's or others' learning. THESE are the focus of your interactions with the student, NOT any suspected disability. Examples  – not completing in-class writing or other activities at same pace or quality as peers, 挑战集中注意力听讲座, 讲话过多或打断别人, 分散他人注意力的行为, challenges with organizing tasks or staying on task, avoiding or difficulty completing work that requires sustained effort/attention.
  2. Speak with the student in a confidential environment, describing the BEHAVIORS that you are observing. Be aware that the student may not at present have full control over these 行为.
  3. DO NOT ask the student if s/he has a disability. 为什么? 看到 权利与责任
  4. 问学生 what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, and use these to inform your instructional practice.
  5. 也 讨论你的顾虑 这个学生还没有提出, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. 你不妨参考一下 教学策略 创意页面.
  6. Reinforce behavioral standards, but strategize where flexibility might be possible. 例如, your syllabus may state that students must help maintain a productive, focused learning environment by not disrupting class. 为了满足这个期望, you and your student may agree that she will sit close to the door and step quietly outside or stand at the back of the room when she needs to release excess energy.
  7. 如果学生透露 他/她有残疾， 感谢他/她的分享 that information with you, and treat the information as confidential.
  8. 如果学生有住宿计划 从 需求方, 复习和讨论 与学生的计划. REMINDER – the plan is based on documentation, including any relevant psychometric assessments and medical records, 由dsp审查. You are legally obligated to honor the accommodations in the plan. If you believe that the accommodations fundamentally alter the nature of the course or activity, 你有权对他们提出异议, 但你应该联系dsp讨论这个问题, 不是学生.
  9. If the student does NOT have an accommodation plan: While you can't directly refer a student to the 需求方办公室 or inquire whether the student currently works with 需求方, 你可以推荐一系列的校园服务 致学生. Discuss student support services on campus including 在中科院辅导, CAS工作坊, 需求方办公室, 咨询, and other services as appropriate, and offer to refer the student as s/he wishes, using 早期预警. If appropriate, remind the student that some testing for learning disabilities is available at 需求方.

下一个步骤

  1. 考虑改变你的一些课程 if you teach primarily using a lecture format. By using active learning methodologies like On Course, you can design lessons even for larger classes where activity type changes frequently, 也许每隔10到20分钟, 例如, 从 lecture to hands-on activity to small group write-up to whole class discussion. You may find improved learning outcomes for ALL your students.
  2. 为所有学生提供书面指导 for just about everything: classroom activities, homework assignments, and major graded assignments. Remember that in many cases you can provide these instructions electronically on the classroom overhead projector, or as uploaded documents at 你的班级 website. 尽可能, make these instructions available both prior to and at the same time that you go over these orally. This practice can help all students better prepare for class, focus on the instructions while receiving them, and stay organized when they are in process with the task.
  3. 检查 教学策略 area of this site for ideas that seem to be most relevant to your student's situation, keeping in mind that individuals with attention deficits vary in their experiences, 行为, 和需要.
  4. 向同事咨询策略 they have used successfully when dealing with 行为 like those you are observing, but be careful to maintain the student's confidentiality.
  5. Check your instructional materials for ADA, 504, and 508 compliance 使用这个 检查表 and begin retrofitting your materials to meet these federal requirements.
  6. 联系 the 需求方办公室 to request any resources they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  7. 如果你有顾虑 关于你学生的安全, 你的班级, 和/或自己, 联系你的系主任, 你的院长或主任, or the Vice President for Student Services for guidance.

为未来的

To expand your knowledge base for working with students with disabilities:

  1. 检查 教学策略 具体策略页面.
  2. 探索 更多教师资源 page for links to additional guides, information, and materials to build your skills.
  3. 我的 残疾的意识 图书页面, 电影, 在线视频剪辑, and other materials to provide context to work effectively with these students.

 

Materials provided for information purposes only. For legal advice, consult a legal professional.