Fred is a student in my class who has shown characteristics of frequent inattention, submitting incomplete work and the answers he completes are correct. He also speaks out of turn, interrupts other students when they are speaking, and sometimes makes rude comments. Even if I send it to the principal's office, it doesn't seem to help. To help welcome Fred into the classroom, I must first return to my knowledge from my course ED543 Pedagogy and Psychology of Exceptional Children to relate his behavior to how, when, and why Fred is inattentive, impulsive, and hyperactive. By identifying and assessing his behaviors, I will be able to select different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that appropriately meet Fred's needs. The psychological characteristics associated with Fred's behavior highlighted current research that supports the idea of ​​two distinct characteristics of attention-deficit/hyperactivity disorder (ADHD), inattention and/or hyperactivity-impulsivity. According to diagnostic and statistical research, to receive a diagnosis of ADHD, a child must exhibit at least six of the characteristics of inattention or hyperactivity-impulsivity. Children who exhibit characteristics of inattention typically demonstrate difficulty responding to instructions, participating in organized tasks, and neglecting to complete homework assigned to them at school or at home (2008). They are also prone to making careless errors in their homework. Another symptom of inattention is high susceptibility to boredom and distraction (2008). Children who exhibit the characteristics of hyperactivity demonstrate the inability to sit still...... middle of paper ...... or to make countless decisions regarding the delivery of instruction. Teachers' beliefs and their work contexts are the two key factors that influence how teachers make decisions. Teachers' work contexts also include social pressures on their decisions, for example through IEP teams, and interactions with parents and colleagues. Students also provide context, as each student brings a unique set of circumstances that teachers must consider when developing curriculum. These multiple contextual factors in teachers' work interact with their beliefs when they make decisions for their students. Teachers use their professional knowledge and beliefs to select and adapt practices to meet the needs of their students, integrating practices with the characteristics of the particular learning environment. , and adapt them to their personal strengths as a teacher.