26 Ağustos'ta İstanbul Amerikan Robert Lisesi'nin Öğretmen Seminerleri'ne konuk olduk. Okul velisi Dr. Yankı Yazgan ve Dr. Tuğba Yıldız (RC'07) ve Okul Psikoloğu Selin Karaçam (RC'02) ile "Dikkat Eksikliği Hiperaktivite Bozukluğu nedir?", "DEHB'si olan öğrenciler okullarda nasıl tanınır?", "DEHB'si olan öğrenciler için okullarda kurulacak destek sistemleri nelerdir?", "Merkezi sınavlarda hak ettikleri ayrıştırmaları almaları için nasıl raporlara ihtiyaç vardır?" konuları hakkında konuştuk ve sorular üzerinden RC'in değerli öğretmenleriyle paylaşımlarda bulunduk.

1. STUDENTS WITH ADHD
WHAT CAN BE DONE IN SCHOOLS TO HELP FULFILL STUDENTS’
POTENTIAL?
Robert College Teacher Seminars
August 26th, 2015
Selin Karaçam Paksoy, Ed.M.
Yanki Yazgan, M.D.
Tugba Didem Yildiz, M.D.

2. LAWS, LEGISLATIONS
Laws in the US
• ADAAA
• Section 504
• Individuals with Disabilities Education Act (IDEA):
• ensures students with a disability are provided with Free Appropriate Public Education
(FAPE) that is tailored to their individual needs
• Laws in Turkey- RAM
• Special Education Institutions
• Counseling and Research Centers (RAM)

3. Public Schools need to provide services to ALL students, in
compliance with FAPE (Free Appropriate Public Education)
The State and Government are required by law to provide
these services:
• Response to Intervention- RTI
• School-wide screening
• Research supported techniques
• Progress monitoring
• Team approach
• Tier approach
• Special Education Services (IDEA)
• Testing and Evaluation to document needs
• Occupational Therapy
• Speech and Language Therapy
• Reading-Writing-Math instruction
• Smaller Classrooms/ Lower student to teacher ratio
• Accommodations on standardized assessments
• Special class (For Autism, For Intellectual Disability)
Section 504-
ADHD is also considered a Medical condition and
student can apply for accommodations based on this law,
however, they would not receive the special education
services stated above
Schools in the US- Public vs Private School

4. SCHOOLS IN THE US- PUBLIC VS PRIVATE SCHOOL
• Private School
• Cannot discriminate on basis of Disability, but can screen for special needs
at time of application/admission saying the school does not provide
adequate or necessary services that the student needs
• Will need to provide ‘accommodation,’ but not responsible to provide
‘support’
• Families who ‘choose’ private school can get the services they are qualified

5. Schools in Turkey
Public and Private School
both dependent, curriculum determined by MEB
All schools need to provide services
Unclear whether the State will pay for them
Unclear what the extent of the services are and to what level (vs.
‘appropriate’ in US law)
Including (but not limited to)
Shadow teacher
Special Classroom
Differentiated Testing
Testing accommodations
Physical Therapy (off-site)
Speech and Language Services (off-site)
Assessment (at RAMs)

6. SERVICES AT ELITE SCHOOLS
• Testing Accommodation- in compliance with American with
Disabilities Act, most following College Board guidelines
• Tutoring
• Coaching
• Advising
• Peer-Tutoring
• Screening and Outside Referral
• Courses on Study Skills and Time Management
• Residential Support and Student Proctor
• Online Peer Tutoring
Information obtained from school such as Phillips Academy Exeter and Andover, Choate
Rosemary Hall, St. Paul’s School, and Deerfield Academy.

7. SERVICES PROVIDED BY ELITE OUTSIDE AGENCIES
• College Preparation Guidance and Coaching
• ADHD Coaching
• One-on-one
• Computer Based (Cogmed, c8sciences)
• Meditation
• Counseling and/or Psychotherapy using Cognitive Behavioral Therapy
Techniques
• Psychiatric Assessment and Treatment
• Psychoeducatioıal Assessment and Documentation

8. GENERAL SUPPORT- WHAT CAN BE DONE?
Poor treatment and support for individuals with ADHD is likely to result in comorbid conditions such as ANXIETY and
DEPRESSION in older age.
High school students may struggle with anxiety and depression, needing therapeutic support.
This is a process that takes time to start seeing results.
UNDERACHIEVEMENT is recognizable.
Potential < Achievement (grades, social involvement, mood, etc.)
We as educators need to be practical.
Teachers, administrators, and counselors at a school setting can put in initial support mechanism, practical solutions and
fast-resulting intervention while the student takes the longer route with outside agencies.

9. GENERAL SUPPORT- WHAT CAN BE DONE?
At School
• Counseling
• Coaching
• Progress Monitoring
• Team Teaching- involving all teachers of
the student in regular meetings to give
updates re: student’s functioning
• Advocacy
• Social Skills Support- Peer Supervision or
Buddy System
Outside School
• Psychiatric consultation
• Psychopharmacology
• Cognitive Behavior Therapy (psychotherapy)
• Coaching
• Private tutoring
ADHD brings comorbidity such as ANXIETY and DEPRESSION in older age. High school students may struggle with anxiety
and depression, needing therapeutic support. This is a process that takes time to start seeing results.
Teachers, administrators, and counselors at a school setting can put in initial support mechanism, practical solutions and
fast-resulting intervention while the student takes the longer route with outside agencies.

10. INSTRUCTIONAL SUPPORT AND ACCOMMODATION- WHAT CAN
BE DONE?
RC TEACHERS SAID THEY USE THE FOLLOWING STRATEGIES:
• Changing activities frequently, Chunking activities, shorter tasks
• Calling on that student to assist with certain activities to keep active or out of seat. (be a TA)
• Talk to student to see what they think will help.
• Patience
• Create structures, eliminate distractions, Regular, structured routines and habits
• Standing up, more freedom to get up and move around the classroom, activities involving movement, group
activities where the student can wander around and talk to others, allow students to make laps around
classroom (one student averaged 15 laps/40 minutes)
• Giving tasks to keep them focused, i.e. "recorder" for group work.
• Give them choices of tasks, i.e. something to do when "done" other work, additional tasks or responsibilities,
alternative activities or assignments
• Constantly giving him something in his hand to hold and manipulate, allowing doodling
• Ask short answer questions frequently to keep them focused
• More independent work opportunities
• Form smaller groups to include ADHD students within classrooms, using help of co-teacher

11. INSTRUCTIONAL SUPPORT AND ACCOMMODATION- WHAT CAN
BE DONE?
RC TEACHERS SAID THEY USE THE FOLLOWING STRATEGIES:
• Flexible breaks, frequent water breaks,
• Preferential seating- up front, proximity to teacher, with a focused/organized classmate to help take notes
and follow instructions.
• Frequent reminders (to focus, of expectations, of tasks)
• Additional 1-1 time btw student and teacher
• A study buddy who can help focus the student
• Regular, structured routines and habits
• Multimodal teaching
• using visuals, videos, drama, listening to music, etc.
• Games-Based-Learning
• Challenge-Based-Learning
• become aware of different learning styles
• Give more time
• Have periodic talks to check on how student is doing;
• “…it is important that they feel that we are trying to improve the situation for them together.”
• Parental support, Learning info from parents/counselors

12. INSTRUCTIONAL SUPPORT AND ACCOMMODATION- WHAT CAN
BE DONE?
• USE EACH OTHER AS RESOURCES!!
• Simplify or shorten instructions
• Give oral and written instructions together
• Help students share notes
• Peer-teaching, group work
• Share information with fellow teachers, or the student’s counselor, regarding what
you know about the student- work in teams
• Designate one person (counselor, advisor, homeroom teacher) to relay on this
information about the student to all relevant instructors throughout high school
• Set up an Academic Resource Center where the student can find both
instructional/content support as well as organizational support- make it a one-
stop-shop for him/her because coordination is difficult for them
• Offer a course or an afternoon seminar on study skills and time management

13. TESTING ACCOMMODATION- WHAT CAN BE DONE?
At School
Extended time
Preferential Seating
Take-home exams
Additional assignments
Breathing exercises
Pre-exam rituals
Help with organization of:
• specific assignments
• weekly schedule
• prioritizing assignments and
homework
Carefully planning exam periods, not
assigning exams in bulk to this student
(i.e. one exam per day, or allowing
student to take make-up exams)
National/International Standardized Testing (SAT, ACT,
IELTS, TOEFL, University Entrance Exams)
• Extended time
• Larger print
• Extended time with extra breaks
• Preferential seating
• Testing over multiple days
• Separate location
ADHD with comorbid LD or SLD
• Reader
• Use of calculator
• Use of keyboard

14. TESTING ACCOMMODATION
• Documentation required for testing accommodation
must include:
• Statement of the Diagnosis
• Statement that it is Current
• Provide relevant medical, developmental, and
educational history
• Comprehensive testing used to arrive at diagnosis
• cognitive
• academic
• Neuropsychological
• Social-emotional
• Adaptive behavior and functinoning
• Describe functional limitations at the educational
setting, providing a rationale for the requested
accommodations
• By a Credentialed Evaluator:
• Certified School Psychologists,
• Special Education School Teams,
• Private Licensed Neuropsychologists,
• Licensed Clinical Psychologists formally trained in
psychoeducational assessment
• Child and Adolescent Psychiatrists (for the diagnosis
• Using Current Measures:
• Psychoeducational tests
• Diagnostic Measures
• Current Observations
• Teacher Reports
• Official School Reports

15. SERVICES AT THE UNIVERSITY LEVEL
Extended time
Take home exams, testing at separate location
Preferential seating
Access to lecture notes, powerpoint presentations, etc.
Access to peer notes
ADHD Coaching
ADHD Counseling
Academic Resource Center
When there is documentation of this student’s history of difficulties due to ADHD, they can continue to
receive the accommodations they need on standardized testing such as the GRE, GMAT, MCAT, LSAT, etc.

16. ADDITIONAL RESOURCES
Interventioncentral.org
Additudemag.com
Child Mind Institute
www.childmind.org
National Center for Learning Disabilities
http://www.ncld.org/
Children and Adults with ADHD (CHADD)
www. chadd.org
Dikkat Eksikliği Hiperaktivite Bozukluğu
dehb.com
yankiyazgan.com
https://www.collegeboard.org/students-with-
disabilitieshttp://www.actstudent.org/regist/disab/
Kevin McGrew’s blog
http://www.brainclock.net/
National Association of School Psychologists
www.nasponline.org
https://www.understood.org/en/learning-
attention-issues
The Teaching Channel
Larry Ferlazzo's edublog
http://larryferlazzo.edublogs.org/
http://www.helpguide.org/articles/add-
adhd/teaching-students-with-adhd-attention-
deficit-disorder.htm
Edutopia.com
http://www.helpingboyslearn.com/teachers/
MarshallMemo.com
National Council of Teachers of English
www.ncte.org
TES The Marketplace for Educators
www.tes.com

17. THANK YOU FOR LISTENING!
FOR A COPY OF THIS PRESENTATION OR FURTHER INFORMATION
PLEASE EMAIL ME AT
SELIN.KARACAM@YDYDANISMANLIK.COM