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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



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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 ADHD Presentations

    • Quiz: Understanding ADHD

    • How ADHD Presents in Early Childhood

    • Neuro-Affirming Approach in the Classroom

    • ADHD vs. ADD: Understanding the Difference

    • Shifting the Language: Moving Beyond Deficit-Based Terminology

    • Understanding Neurodiversity and ADHD

    • Reflection Question

    • Reference List for Module 1

  • 3

    Module 2 – Promoting Positive Behaviours and Learning Engagement

    • Introduction

    • Recognising Individual Differences: ADHD Behaviours

    • Understanding Behaviour as Communication for Students with ADHD

    • Supporting Students with ADHD: From Observation to Action

    • Affirming Learning Styles: Supporting Preferred Ways of Learning

    • Supporting Different Learning Styles

    • What This Looks Like in Practice

    • Video: Visual Schedules in the Mainstream Classroom

    • Strengthening Focus Through Engagement

    • Neuro-Affirming Environment for Engagement and Focus

    • Resource - Strengths-Based Behaviour Charts

    • Reflection Question

    • Reference List for Module 2
  • 4

    Module 3 - Supporting Focus Through Structure

    • 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 – Emotional Support and Self-Advocacy

    • 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

    • What This Looks Like in Practice

    • Video: Model Positive Interactions

    • Reflection Question

    • Reference List for Module 4
  • 6

    Module 5 –Working with Parents and Specialists

    • Introduction

    • Strengths-Based Conversations with Parents

    • Activity: Strengths-Based Language

    • Collaborating with Specialists

    • Creating Individualised Learning Plans (ILPs)

    • What This Looks Like in Practice

    • Best Practices for Developing Neuro-Affirming ILPs

    • Reflection Question

    • Reference List for Module 5
  • 7

    Course Feedback

    • Course Feedback

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