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it's what people are being asked to ref https://www.npr.org/2020/10/26/927064268/youre-not-welcome-here-how-social-distancing-can-destroy-the-global-economy

it's what people are being asked to ref3
https://www.npr.org/2020/10/26/927064268/youre-not-welcome-here-how-social-distancing-can-destroy-the-global-economy

it's what people are being asked to https://www.npr.org/2020/10/26/927064268/youre-not-welcome-here-how-social-distancing-can-destroy-the-global-economy
 

o be easily distracted,
o have difficulty following directions,
o frequently lose materials, and/or
o have difficulty organizing tasks and materials.


Predominantly hyperactive/impulsive type.
The student may:
o Appear to be in constant motion,
o frequently fidget or move in his or her seat,
o become restless during quiet activities,
o leave his or her seat when expected to remain seated,
o interrupt others and classroom activities,
o talk excessively, and/or
o fail to follow classroom procedures (e.g., blurt out answers without raising hand).


Combined type.
The student may exhibit symptoms that include behaviors from both categories above.

In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).

To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).

As a result of the behaviors listed above, students with ADHD are at greater risk of academic
difficulties, social/emotional issues, and limited educational outcomes.

Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.

Critical Component #1: Honoring Student Experience
When asking students to explore issues of personal and social identity, teachers must provide safe spaces in which students are seen, valued, cared for, and respected. It is also important that students have opportunities to learn from one another’s varied experiences and perspectives. To create this learning environment, teachers need to skillfully draw on student experiences to enrich the curriculum.

When asking students to explore issues of personal and social identity, teachers must provide safe spaces in which students are seen, valued, cared for, and respected. It is also important that students have opportunities to learn from one another’s varied experiences and perspectives. To create this learning environment, teachers need to skillfully draw on student experiences to enrich the curriculum.

Classmates are not the only potential source of social anxiety, however; the judgment of the teacher can discourage students from participating in discussion as well. Though evaluating student responses and providing feedback is a regular function performed by the teacher, these two actions can quickly shut down the development of new ideas. Fruitful discussion occurs when students are encouraged to explore their thinking rather than striving to obtain the right answer. It is best for the teacher to avoid evaluative responses