Mindful Education for ADHD Students: Differentiating Curriculum and Instruction using Multiple Intelligences

Description

This practical guide describes ways of working with learners diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) by using Multiple Intelligences Theory. Written for all educators as well as parents, it examines curricular, instructional, school partnering, and leadership issues that may arise for these students. Supported by real-life examples, it presents constructive strategies to help teachers work with ADHD students in ways that play to their strengths and allow for meaningful inclusion in the general education classroom. As viewed through the lens of an MI curriculum, ADHD is not a disadvantage; it is an integral component of the way a student processes information and makes sense of the world. Features FREE online access to MIDAS assessments - one for a student with ADHD and one for a teacher.

Victoria Proulx-Schirduan is an educational consultant. Karen I. Case is an associate professor at the University of Hartford, US in the Department of Educational Leadership. Branton Shearer is a developmental psychologist. He initially created The Multiple Intelligences Developmental Scales (MIDAS) in 1987 as a unique alternative to poorly designed, so-called MI tests. In his private practice he counselled adults, adolescents and their families to improve educational / vocational achievement and personal satisfaction. Branton Shearer conducts workshops for teachers and school administrators interested in implementing MI theory. He is an instructor at Kent State University, and presents the results of his research at both national and international conferences e.g Chile, Hong Kong, Ireland. The MIDAS assessment has been translated into Spanish, Chinese, Arabic and Korean and has been completed by over 25,000 people world-wide. It is being used in schools throughout the US and in Jakarta, Indonesia and beyond. Click here to listen to a WKSU interview on NPR with Dr. Shearer!

This is an interesting book which will appeal to teachers who are familiar with concepts and who are open to the concepts of using an analysis of a student's profile to devise an intervention programme. -- SEN Magazine