This course is FREE with an Online Subscription

Course Description

This course is designed to equip primary school teachers with the knowledge and tools to support students with Attention Deficit Hyperactivity Disorder (ADHD) in a positive, inclusive, and neuro-affirming manner. Educators will gain a deeper understanding of ADHD, learn evidence-based strategies to create supportive learning environments, and develop effective communication skills for engaging with parents and specialists. Each module focuses on recognising the strengths and unique learning styles of students with ADHD, while providing social and emotional support that fosters self-esteem, resilience, and a sense of belonging. 



Audience

Primary Teachers 


Teaching Standards

1.6.2 Proficient Level - Know students and how they learn - Strategies to support full participation of students with disability:  Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements

4.1.2 Proficient Level - Create and maintain supportive and safe learning environments - Support student participation:  Establish and implement inclusive and positive interactions to engage and support all students in classroom activities



FREE with  Online Subscription

Course curriculum

  • 1

    Introduction

    • Welcome

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards
  • 2

    Module 1 – Introduction to ADHD

    • Introduction

    • Overview of ADHD: What is Attention Deficit Hyperactivity Disorder?

    • Understanding Characteristics and Traits of ADHD – Inattentive Presentation

    • Understanding Characteristics and Traits of ADHD – Hyperactive-Impulsive Presentation

    • Understanding Characteristics and Traits of ADHD – Combined Presentation

    • Quiz: Understanding ADHD

    • How ADHD Presents in Early Childhood

    • Neuro-Affirming Approach in the Classroom

    • ADHD vs. ADD: Understanding the Differences and the Spectrum

    • Shifting the Language: Moving Beyond Deficit-Based Terminology

    • Neurodiversity and ADHD: Viewing ADHD as Part of the Diverse Ways Students Process Information

    • Reflection Question

    • Reference List for Module 1

  • 3

    Module 2 – Promoting Positive Behaviours and Learning Engagement

    • Introduction

    • Recognising Individual Differences: Understanding Neurodiverse Behaviours in Students with ADHD

    • Understanding Behaviour as Communication for Students with ADHD

    • Support Strategies Based on Observations for Students with ADHD

    • Affirming Learning Styles: Supporting Preferred Ways of Learning

    • Supporting Visual Learners with ADHD: Using Visuals, Colour-Coding, and Graphic Organisers

    • Supporting Auditory Learners with ADHD: Using Verbal Instructions, Storytelling, and Repetition

    • Supporting Kinaesthetic Learners with ADHD: Using Movement, Hands-On Activities, and Physical Engagement

    • Strengthening Focus Through Engagement: Using Engaging Materials, Sensory Tools, and Varied Activities to Capture Attention for Students with ADHD

    • Neuro-Affirming Environment for Engagement and Focus

    • Class Activity

    • Reflection Question

    • Reference List for Module 2
  • 4

    Module 3 - Structured Flexibility: Using Chunking, Positive Reinforcement, and Flexible Routines

    • Introduction

    • Chunking Instructions for Clarity and Task Completion

    • Positive Reinforcement and Strengths-Focused Feedback

    • Using Flexible Routines: Providing Structure with Freedom for Students with ADHD

    • Strategies and Examples for Implementing Flexible Routines

    • Scenario Activity - Flexible Routines for Engagement and Autonomy

    • Optimising the Classroom Environment for Sensory and Behavioural Support

    • Reflection Question

    • Reference List for Module 3
  • 5

    Module 4 – Social and Emotional Support - Celebrating Strengths and Promoting Inclusive Participation

    • Introduction

    • Understanding the Emotional Impact of ADHD

    • Early Self-Advocacy Skills

    • Key Strategies for Teaching Self-Advocacy

    • Activity: Self-Advocacy Prompts

    • Creating Inclusive Group Work – Part 1

    • Creating Inclusive Group Work – Part 2

    • Reflection Question

    • Reference List for Module 4
  • 6

    Module 5 – Neuro-Affirming Communication with Parents and Specialists to Support Students with ADHD

    • Introduction

    • Strengths-Based Conversations with Parents

    • Activity: Strengths-Based Language

    • Collaborating with Specialists

    • Creating Individualised Learning Plans

    • Best Practices for Developing Neuro-Affirming ILPs

    • Reflection Question

    • Reference List for Module 5
  • 7

    Course Feedback

    • Course Feedback

Other Courses by TTA

Features of TTA Online PD

  • Availability

    Online courses are available 24/7. Designed to be done in your own time at your own pace.

  • Money back Guarantee

    If you complete less than 25% of an online course and aren't completely satisfied, let us know, and we will cancel your enrolment and provide a full refund.