Open Access Honors Program Thesis
Sohyun Meacham, Honors Thesis Advisor, Curriculum & Instruction
Throughout my time in the elementary classroom I have been flooded with instances where my cooperating teacher or I, myself, have struggled with students who are inattentive or disruptive during class. This not only makes it difficult for that specific student to learn, but also has the possibility of preventing others from learning. My most memorable experience of teaching students like this has been with a brilliant student who was clinically diagnosed and medicated for the hyperactive subset of attention deficit disorders, more well-known as ADHD. The following thesis is the research and creation of strategies to help teach students with attention deficit disorders like the one I had the privilege of teaching. The end goal is educating myself and other teachers on how best to maintain the engagement of not only students who clinically have an attention disorder, but all students in general. By finding effective strategies to engage the three to seven percent of students with brains that prompt their minds to wander, I will in turn be finding ways to make the classroom more interesting, even for the students who focus more easily.
Year of Submission
Department of Curriculum and Instruction
University Honors Designation
A thesis submitted in partial fulfillment of the requirements for the designation University Honors
1 PDF file (44 pages)
©2019 Brenna L. Herrmann
Herrmann, Brenna L., "Where was I?: Engagement strategies for students with attention deficit disorders" (2019). Honors Program Theses. 367.