Being a teacher in today’s classroom presents constant challenges. Dedicated teachers are on a constant quest to learn how to deal with the many issues presented by their diverse students. Some of the issues are easily identifiable and obvious, but those presented by our students with ADHD are often hard to identify and even harder to remediate. These hidden disabilities impact a child’s ability to learn, behave, and interact socially, often leaving a trail of disaster for the success of both the teacher and the student.

Where do we find answers? Is there a light at the end of the tunnel?

Last weekend I attended the Teacher to Teacher training session that followed CHADD’s annual conference on ADHD in Atlanta. Therefore, I can assure you that CHADD has developed a teacher intervention system that contains the most valuable assortment of research-based intervention collected to date. For those of you who are frazzled at the end of the day, frustrated by what you find happening in your classroom: This is the informative training you are looking for.

What can you hope to gain from this day-long training?

> A brief, understandable overview of ADHD (for those of you who are still in a quandary to understand this mystery)
> Ten basic facts every educator should know
  •  Prevalence rates
  •  Understanding the complexity of a neurobiological disorder
  •  Different types of ADHD
  •  Variation within diagnosis
  •  Links to developmental delay
  •  Coexisting conditions
  •  Executive function
  •  Family connection
  •  Multimodal treatment
  •  ADHD is a lifelong disorder
> The impact ADHD has on academic performance
  •  Key teaching principles
  •  Teaching strategies that WORK
  •  Analyzing failure, changing interventions and adaptations
  •  Addressing executive function deficits
  •  How does homework get into this mix?
> The Law
  •  504, IDEA, RTI
  •  How do they work and impact what you can do?
  •  Advocacy
> Interventions for emotional and challenging behaviors
  •  Management strategies
  •  Islands of competency
  •  Cause and effect
  •  Escalation, de-escalation
> Teaching specific emotional, behavioral and social skills
  •  Reducing burnout
  •  Developing resiliency/ motivation
  •  Bully prevention
  •  Self-monitoring / Self-advocacy
> Organization
  •  Why does it seem to be a deficit?
  •  Neurological implications
  •  Impact on learning
  •  Management strategies
  •  Motivating success
> Creating your own ADHD-friendly classroom in your school so all can learn and be successful

Yes, this is an overview of this wonderful new program, which is based upon the CHADD Educator’s Manual. Be among the first to take advantage of this workshop. It’s crammed full of valuable and awe-inspiring information.

On Friday morning, I met a young teacher who left her classroom in order to travel to Atlanta to take part in what CHADD conference had to offer. She was begging for hands-on information and guidance on what specifically to do in her classroom. She was desperate for help. The information she collected gave her a beginning focus, but she was ready for more. Her plans did not allow her to stay and take the Teacher to Teacher workshop, but she returned home ready to bring an in-service program to her school. You too can make this happen.

We now have a core of Teacher Trainer Teams that are interested in bringing this information to your area. This program is for you, whether you teach in a public or private school. CEU hours and a Certificate of Completion are included in the cost of the workshop. A school, a district, or partnering groups can sponsor this day-long immersion to enhance your understanding and success with students who have ADHD.

How do you get a workshop in your area?

1. Contact Jennifer Klotz, Teacher to Teacher Training Coordinator (CHADD national staff), by email at jennifer_klotz@chadd.org, or by phone at 301-306-7070 ext 135.

2. Check on the availability of a Teacher Trainer Team in your area.
a. Leave a list of potential dates
b. Size of audience expected
c. Contacts for local school administrators
d. Local organizer contacts
e. Costs associated for your audience size and other arrangements will be explained.

3. Please give the staff and trainer teams enough time to organize, advertise and facilitate the workshop for you. It is usual for schools to plan events such as these six months to a year ahead due to:
a. Advertising the event
b. Arranging time, place and local facilities
c. Materials need to be shipped
d. Registration requirements
e. Time to facilitate this for you.

We are here, we want to help, and together we can support all of you in the trenches who want so desperately to help your students with ADHD.

Reaching out to teachers in the trenches,

Joan

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