An Educator's Guide to ADHD

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    CPE Course #20120156

    Upcoming Session Dates


     September 12 - October 12, 2019

    Registration deadline for this session is September 5, 2019. Payment must be received in the CIU 10 office on or before September 5, 2019. Late fee of $15.00 will be charged for payments received after September 5, 2019.


    October 15 - November 13, 2019

    Registration deadline for this session is October 8, 2019. Payment must be received in the CIU 10 office on or before October 8, 2019. Late fee of $15.00 will be charged for payments received after October 8, 2019.


    November 16 - December 14, 2019

    Registration deadline for this session is November 8, 2019. Payment must be received in the CIU 10 office on or before November 8, 2019. Late fee of $15.00 will be charged for payments received after November 8, 2019.


    January 3 - January 30, 2020

    Registration deadline for this session is December 27, 2019. Payment must be received in the CIU 10 office on or before December 27, 2019. Late fee of $15.00 will be charged for payments received after December 27, 2019.


    February 2 - March 1, 2020

    Registration deadline for this session is January 24, 2020. Payment must be received in the CIU 10 office on or before January 24, 2020. Late fee of $15.00 will be charged for payments received after January 24, 2020.


    March 3 - March 31, 2020

    Registration deadline for this session is February 25, 2020. Payment must be received in the CIU 10 office on or before February 25, 2020. Late fee of $15.00 will be charged for payments received after February 25, 2020.


     

     

    This three-credit graduate level course is designed for teachers from grades K-12. The participants will be provided with an in-depth exploration of Attention-Deficit/Hyperactivity Disorder (ADHD). Emphasis will be placed on the educational implications of research of information, techniques, and strategies to help students with this disorder increase their academic success in meeting the Pennsylvania Academic Standards and perform well on state and local assessments. Examples, case studies, guidelines, and practical tips from experienced teachers will be reviewed to explore the connections between knowledge and practice. This is an online Moodle class, and each session contains a series of lessons, videos, written responses, and other activities.

    This course, which lasts approximately 30 days, will be completed strictly online using the Moodle platform. The instructor for this course is Agolino Educational Services. Pending receipt of payment, participants will receive an email from Agolino Educational Services containing their log-on information the night before the course begins.

    Participants who successfully complete all requirements of this course will earn Three (3) PDE Graduate Level Credits, equal to 90 Act 48 Hours.

    Participants will be able to:

    • list the behavioral characteristics of ADHD according to the DSM-IV and the DSM-IV-TR.
    • describe the academic difficulties related to inattention in reading, writing, and math.
    • define Dr. Russell Barkley's theory of the "executive functions" of the brain and how they relate to children, teens, and adults with ADHD (2000a, May).
    • review nine conditions of disorders than can co-exist with ADHD (American Academy of Pediatrics, 2000 and CHADD, 2001a.)
    • discuss why the diagnosis of ADHD is not a simple process.
    • summarize what behavior rating scales are and list the types that teahers and parents might be asked to complete.
    • identify what teachers and parents need to know if a child/teen is on medication for the treatment of ADHD.
    • explain the characteristics of an effective multimodal management plan for children and teens with ADHD.
    • delineate a variety of possible school accommodations and interventions that can be provided to enable a child or teen with ADHD to have better academic and social/behavior success.
    • list fourteen assumptions, attitudes, and expectations teachers have about students with ADHD.
    • identify the partnership that is developed between parents, educators, and clinicians as a key element in the successful management of ADHD in any child or teen.
    • summarize why it is important that administrators be aware of the characteristics and strategies for effectively managing and educating students with ADHD and support teachers in dealing with disruptive children.
    • outline classroom strategies to maximize the success of students with ADHD in preschool, kindergarten, middle school, and high school.

    Graduate Level Requirement

    Act 48 requires 42 hours of instruction plus 48 hours of out-of-class activity including a course project.  Participants out-of-class assignments include but are not limited to:
    • complete activities that incorporate the Pennsylvania Academic Standards.
    • write a plan of implementation that will include several of the strategies for students with ADHD presented in this course.  The paper will state how these strategies can be used in their own classrooms.

    CLICK HERE TO REGISTER