Welcome from the Office of Disability Services.
I’m Cindy Poore-Pariseau. Over the next few minutes you will learn about Attention Deficit
disorder and how to assist students in your classroom who may have this disability. ADD stands for Attention Deficit Disorder and
ADHD refers to Attention Deficit Hyperactivity Disorder. ADD and ADHD are neurobiological in
nature, meaning there is an impact on the Biological aspects of the nervous system.
Symptoms may include inappropriate levels of inattention, impulsiveness and hyperactivity.
Some of these symptoms can be treated with medication, but some students choose not rely
on medication and work hard to manage the symptoms on their own. There are 3 basic manifestations of ADD. The
first Attention Deficit/Hyperactivity Disorder, predominately inattentive type: Those who fall
into this category show significant problems of inattention, but not much difficulty
with impulsivity or hyperactivity. The second type is Attention Deficit/Hyperactivity
Disorder, predominately hyperactive impulse type: this includes people who show
significant problems with hyperactivity and impulsivity, but only some difficulty with
inattention.
Deficit/Hyperactivity Disorder, combined type
and this includes people who show significant problems with inattention, hyperactivity and
impulsivity.
As the public and professional awareness of
ADD/ADHD increases, and as people become more comfortable disclosing disabilities, the
number of students who have been identified and treated for this disability is
increasing.
this may happen, ADD more often appears with
other disabilities such as psychological or learning disabilities. Like other students with
disabilities, students with ADD may have been frequently misunderstood by
others. The reason for this is because they try to control their symptoms and
appear as if they have no disability, also to avoid being embarrassed, they may try to
keep up with everyone else.
Some difficulties associated with ADD/ADHD
include Poor academic performance, Labels such as "stupid" or "lazy" which can lead to low
self-esteem, Difficulties in relationships with
peers and co-workers, Depression and Anxiety Other difficulties include Disorganization,
Forgetfulness, Un-coordination and/or clumsiness, Procrastination These difficulties may lead to anxiety due to
increased expectations at the postsecondary level. This anxiety maybe be
externalized by expressing frustration and blaming problems on others.
These students may have difficulty with change, complex procedures and
understanding rules. Adults with ADD may have difficulty performing according to conventional
measures. Depending on the student, and the course and the
extent of the disability, a variety of accommodations may be approved. For
example, the student may need to use Extended
time and/or reduced distraction for exams or quizzes.
When possible, we ask that you make arrangements with students for this
accommodation because you are in the best
position to answer students’ questions during the test or
quiz. However, we realize this arrangement is not always possible and that
students may need to take the test or quiz with the ODS. Other accommodations include
the use of a computer for written work, the use of a recorder to capture lectures, the use
of a calculator, speller's dictionary, proofreader and/or word processing
equipment.
the use of a notetaker/notesharer based on their
inability to concentrate on listening while also taking notes. Students with attentional disorders may receive
their books electronically or in auditory format. Electronic books allow text to be
read with the use of a moving highlighter, which can keep students on task and
auditory text can allow students to see and hear the text together, increasing their
chances of staying on task. There are also some technological tools that may assist
these students in compensating for problems with organization that include personal
organizers, recorders and time management systems. With all of these issues, how can you assist a
student with an attential disability? The following are some tips. Make eye contact with
this student prior to calling on him/her or before giving out instructions. Allow the student to
sit up front or near the area from which you will be lecturing; give prompt, explicit
feedback and when possible put the feedback in written and oral format. The use of
mult-media presentations is often a good way to hold a students’ attention because you are
engaging more than one form of inputting information. Having a course syllabus
that is clear and well organized is beneficial to all students, but is essential for the
student who has trouble focusing. Another tip is the use of visual references for
auditory instructions such as writing instructions on the blackboard and giving
verbal directions. Thank you from the Office of Disability Services
for your time and attention. You can call us at ext. 2955 in Fall River; 4011 in New
Bedford or 2996 in Attleboro/Taunton.
You may also email us at disabilityservices
@bristolcc.edu. We look forward to assisting you.

ADD/ADHD Office of Disability Services ADD/ADHD Attention Deficit Disorder/ Attention Deficit Hyperactivity Disorder ADD/ADHD are neurobiological disabilities frequently characterized by inappropriate degrees of: inattention impulsivity hyperactivity ADD: 3 basic types Attention Deficit/Hyperactivity Disorder, predominately inattentive type: includes people who show significant problems of inattention, but not much difficulty with impulsivity or hyperactivity. Attention Deficit/Hyperactivity Disorder, predominately hyperactive impulse type: includes people who show significant problems with hyperactivity and impulsivity, but only some difficulty with inattention. Attention Deficit/Hyperactivity Disorder, combined type: includes people who show significant problems with inattention, hyperactivity and impulsivity. Increasing numbers As the public and professional awareness of ADD/ADHD increases, the number of students who have been identified and treated for this disability is increasing. ADD seldom exists alone and while this may happen, ADD more often appears with other neurobiological disabilities Like other students with disabilities, students with ADD may have been frequently misunderstood by others. They try to control their symptoms and appear as if they have no disability. To avoid being embarrassed, they try to keep up with everyone else. Difficulties associated with ADD/ADHD may include: Poor academic performance Labels such as "stupid" or "lazy" Low self-esteem Difficulties in relationships with peers and co-workers Depression Anxiety Difficulties Continued Disorganization Forgetfulness Un-coordination and/or clumsiness Procrastination Difficulties may lead to Anxiety Increased expectations at the postsecondary level. May be externalized by expressing frustration and blaming problems on others. May have difficulty with change, complex procedures and understanding rules. Adults with ADD may have difficulty performing according to conventional measures. Accommodations Extended time and/or reduced distraction for exams or quizzes. Use of a computer or word processor for written work and personal organization. Recorders to capture lectures. Use of a calculator, speller's dictionary, proofreader and/or word processing equipment. Use of a notetaker/notesharer based on their inability to concentrate on listening and simultaneously taking notes. Accommodations cont’d Ability to receive their textbooks as electronic or audio files. Technological tools that assist them in compensation for problems with organization that include: personal organizers, tape players and time management training. How you can assist this student Making eye contact with the student before calling on him/her or giving instructions. Allowing the student to sit up front in the classroom. Prompt, explicit feedback, both written and oral. Use multi-media presentations. Clear course syllabi with information about their course content, work expectations and definitive time lines for when work is due. Use of visual references for auditory instructions such as writing instructions on the blackboard and giving verbal directions. Thank you Thank you from the Office of Disability Services for your time and attention. You can call us at ext. 2955 in Fall River; 4011 in New Bedford or 2996 in Attleboro/Taunton. You may also email us at disabilityservices @bristolcc.edu