Additional content that appears and disappears in coordination with keyboard focus or pointer hover often leads to accessibility issues. Reasons for such issues include:

the user may not have intended to trigger the interaction
the user may not know new content has appeared
the new content may intefere with a user's ability to do a task
Examples of such interactions can include custom tooltips, sub-menus and other nonmodal popups which display on hover and focus. The intent of this success criterion is to ensure that authors who cause additional content to appear and disappear in this manner must design the interaction in such a way that users can:

perceive the additional content AND
dismiss it without disrupting their page experience.
There are usually more predictable and accessible means of adding content to the page, which authors are recommended to employ. If an author does choose to make additional content appear and disappear in coordination with hover and keyboard focus, this success criterion specifies three conditions that must be met:

dismissable
hoverable
persistent
Each of these is discussed in a separate section.

Primer text from the College of William & Mary.
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf


Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.

Choice as Reward: Choice in and of itself appears to be highly reinforcing.
Provide choices of activities between assignments or embed choices within
assignments (e.g., choice of materials, readings, response modes, peer partners).
Choices also provide students practice in decision making.


Checking With Chimes: In order to teach students to monitor their attention to
task, set reminders at random intervals on an electronic device, such as a
smartphone or kitchen timer. Time intervals should be set based on the student’s
attention span and the pace of the lesson (typically 3 to 5 minutes). When the
tone sounds, the student charts or marks whether she is engaged in learning. A
simple yes or no checklist works well. Students can monitor their own behaviors
by giving themselves points or checkmarks for appropriate behavior. Extra points
may be awarded when student and teacher ratings match. The student could then
chart her score using a computer program, tablet, smartphone, graph paper, or
poster board.

a neoclerodane diterpenoid, isolated from the Mexican hallucinogenic plant Salvia divinorum, is a potent kappa-opioid receptor agonist. Its biosynthetic route was studied by NMR and HR-ESI-MS analysis of the products of the incorporation of [1-13C]-glucose, [Me-13C]-methionine, and [1-13C; 3,4-2H2]-1-deoxy-d-xylulose into its structure. While the use of cuttings and direct-stem injection were unsuccessful, incorporation of 13C into salvinorin A was achieved using in vitro sterile culture of microshoots. NMR spectroscopic analysis of salvinorin A (2.7 mg) isolated from 200 microshoots grown in the presence of [1-13C]-glucose established that this pharmacologically important diterpene is biosynthesized via the 1-deoxy-d-xylulose-5-phosphate pathway, instead of the classic mevalonic acid pathway. This was confirmed further in plants grown in the presence of [1-13C; 3,4-2H2]-1-deoxy-d-xylulose. In addition, analysis of salvinorin A produced by plants grown in the presence of [Me-13C]-methionine indicates that methylation of the C-4 carboxyl group is catalyzed by a type III S-adenosyl-l-methionine-dependent O-methyltransferase.

Many students with ADHD have significant difficulties with organization.

They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment.

Clear rules and advanced planning are keys to success for teachers of students with ADHD.


The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.

Assignment Notebook: Provide the student with an assignment notebook to help
organize homework and seatwork.

Color-Coded Folders: Provide the student with color-coded folders to help
organize assignments for different academic subjects.

The culture of the classroom can either support or create barriers to student success (Piffner,
2011).

Factors that foster attention, positive behavior, and academic and social success include
establishing positive relationships with students, adopting classroom management techniques,
and creating a physical arrangement that facilitates learning.

It is often a positive relationship with one teacher that facilitates school success for a student
with ADHD (Piffner, 2011).

When teachers connect with students and appreciate their unique skills and interests, students are more likely to strive for achievement and positively respond to classroom rules and procedures.


When using a proactive approach to classroom management, teachers support all students and
create conditions that prepare them for learning (Piffner, 2011).

Some strategies for positive management include clear directions, meaningful feedback, and opportunities for collaboration with peers. Here are some others.

Opportunities to Respond
Students with ADHD often have the most trouble attending during drill-and-practice assignments because of the repetitive nature of the tasks. Peer-mediated approaches such as those enumerated in the next screens are particularly effective for students with ADHD in such cases, because they increase students’ opportunities for engagement and active learning (Piffner, 2011).

MLS librarians were asked whether, if they had the opportunity to choose their career over again, they would still choose librarianship. They were given five possible responses: definitely not, probably not, unsure, probably and definitely (with ratings of 1 – definitely not, to 5 – definitely). The results of these ratings are given in Table 19.8.