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Equitable Behavior & Classroom Management Practices for ADHD: Creating an Environment Where Every Student Feels Seen, Valued, and Empowered
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The diverse needs of learners, especially those with ADHD, can pose significant challenges in maintaining an equitable and harmonious classroom.
As educators, you shape both academic and emotional journeys, and we're here to support you in creating an inclusive and empowering learning environment for all your students!
Transform your classroom with tailored evidence-based insights and practical techniques and tools that will help you:
- Effectively understand, support, and empower students with ADHD
- Recognize how ADHD manifests and adapt your teaching methods for student success
- Balance order with inclusivity to ensure all students thrive
- Differentiate between ADHD-related behaviors and misbehavior.
- Boost engagement and learning outcomes for students with ADHD
- Reduce frustration, enhance harmony, and elevate your teaching skills
- Respond empathetically to foster positive connections with your students
Join us in crafting classrooms where every student feels seen, valued, and empowered. Let's build environments where both educators and students thrive. Reserve your spot now!
Evelyn Polk Green, MSEd
Evelyn Polk Green, MSEd, is a past national president of both ADDA, the Attention Deficit Disorder Association and CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder). Evelyn is an adult with ADHD, and the mother of two adult sons, Perry and Robert, both of whom also have ADHD. Active in ADHD and mental health advocacy for more than 25 years, she has served as a leader representing the family voice in the ADHD and mental health communities in many capacities, including as a member of the Network on Children’s Mental Health Services funded by the MacArthur Foundation. She frequently represents the family/consumer perspective on mental health issues and often speaks to audiences and the media on a variety of topics. She has been focused on the challenges of ADHD in minority, poor and other underserved populations throughout her advocacy career. She is the recipient of several honors for her volunteer work in mental health and education, including the Beacon College Achieving Lifetime Vision and Excellence (ALiVE) Award for her advocacy work on behalf of children and adults with learning differences and ADHD. Evelyn works as an administrator with the Chicago Public Schools, planning professional development programs for early childhood special education professionals and families. She holds bachelor and master’s degrees from National Louis University and a master’s degree from Northern Illinois University.
Speaker Disclosures:
Financial: Evelyn Polk Green has an employment relationship with Chicago Public Schools. She receives a speaking honorarium and recording royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Evelyn Polk Green is a member of the Attention Deficit Disorder Association, the Children and Adults with Attention-Deficit/Hyperactivity Disorders, the National Association for the Education of Young Children, and the National Black Child Development Institute.
