ADHD Kids in the Classroom

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) impacts about 5% of students in school.  More specifically, ADHD impacts about two students in every school classroom, in every school, in every state, across America.  What this means is that educators need to be prepared for how to meet the unique challenges of teaching children with ADHD along side children who do not have this condition and that parents have the responsibility to work closely with their children's teachers to provide them with the support that they need to be an effective instructor for their child.

ADHD and the classroom are commonly associated because many teachers and parents first realize that a child may be exhibiting symptoms of ADHD once they have spent some time in the school system.  The structure and need to pay attention tends to manifest itself in the classroom giving teachers the additional responsibility of being able to recognize the signs of ADHD so as to inform parents of the possibility that the condition exists.  Parents are then responsible for seeking out medical help in determining whether or not a diagnosis of ADHD fits their child.  Due to the fact that more and more people are becoming aware of ADHD, fewer and fewer individuals have to suffer through all of their years in the educational system without help.  Awareness of the needs of children with ADHD is key to their success not only academically, but socially and later in life as well.

For teachers

The responsibility for attending to the needs of ADHD kids in the classroom falls largely on the teacher.  Although parents are often involved in the educational process, it is uncommon for the parent to be present at all times that their child is in school.  For teachers, the first step in accommodating ADHD kids in the classroom is identifying the children who have special needs.  This can be quite difficult especially when not all of the children who are exhibiting signs of ADHD will have been given the diagnosis. 

Teachers looking for students with ADHD are most likely going to be able to notice that children with the disorder will have high levels of distractibility or inattention, impulsiveness, and often with excessive motor activity levels. There may also be deficits in attention and impulse control without hyperactivity being present. In fact, recent studies indicate that as many as 40% of the ADHD kids may not be hyperactive. Clinically, the main problem is that certain parts of the central nervous system of the child with ADHD are under-stimulated, while others may be over-stimulated.  Of course it will take a trained professional to be able to diagnose a child with ADHD; this is not the responsibility of the teacher.  But there are six criteria that a physician typically uses in his or her diagnosis of ADHD that can be helpful for teachers to know about. 

These criteria for diagnosis are:

•  Activation - Problems with organization, prioritizing, and starting tasks.
• Focus - Problems with sustaining focus and resisting distraction, especially with reading.
  
• Effort - Problems with motivation, sustained effort, and persistence.
  
• Emotion - Difficulty regulating emotions and managing stress.
  
• Memory - Problems with short-term memory and memory retrieval.
  
• Action - Problems with self-control and self-regulation.

Teaching strategies for children with ADHD

Children with ADHD are not necessarily developmentally challenged in the ways that many of us might think.  The truth of the matter is that children with ADHD are often very bright. But because they have difficulty staying focused, school performance can be severely affected and they can be unfairly labeled as a trouble maker or at very least a poorly adjusted member of the class.  However, with the help of a caring teacher, these children can thrive in the classroom and even find the motivation and encouragement to conquer their disorder. Here are just a few teaching strategies that teachers can use to better help children with ADHD.

An individualized education plan

A personalized education plan is needed for the child with ADHD.  This plan should take into account the individual strengths and weaknesses of the student. Generally, ADHD students do better when given extra classroom structure, and shorter work periods.  School assignments should be broken down into smaller, less complex units, which require shorter intervals of intense attention.  Encouragement should be provided as each stage is completed.  As the teacher asks the child a question they should begin the question with the child's name, followed by a pause, to signal the child to pay close attention. Establishing frequent eye contact, and placing the student in the front row, near the teacher's desk, can also help to remind the student of where their attention should be.   It is also a good idea to ask students to put away unnecessary items that may be around their work area so as to cut down on any distractions.

Tests and homework

Tests can be particularly challenging for ADHD students because of the increased level of anxiety that they induce.  In order to more accurately assess the ADHD student's knowledge, it is acceptable that extra time be given for tests.   As ADHD children have difficulty managing too much information when it is given to them, another useful strategy for multi-page tests is to hand out only one test sheet at a time.  In order to make sure that the child with ADHD receives important homework assignment information, assignments need to be clearly stated and then repeated, towards the end of class.  The child should be encouraged to write down the homework assignments to show the parents what they need to help their child accomplish at home.

Behavioral objectives

There is no denying that children with ADHD, however innocent, can become frustrating to manage.  The key is to try to acknowledge and look for good behavior as opposed to always being critical and quick to reprimand a child for poor behavior.  Reinforcement is a key part of recognizing good behavior.  While older students can usually work towards a goal and future reward, younger children need more immediate re-enforcement. Create rules to maintain order but make sure that those rules are phrased in positive terms and that what the child should do and can do are emphasized.

For parents and students

Naturally learning does not stop once the school bell rings at the end of the day. Parents have the responsibility of reiterating the principles learned at school in the home as well as playing an active role in staying in contact with teachers and being aware of up-coming assignments, tests, and activities. Parents can help a child with ADHD to thrive in the classroom by managing the following:

1. Communication with teachers - Parents need to be sure to meet with their child's teacher before the school year begins and periodically throughout the school year to update the teacher on the child's issues with ADHD. Parents should make the extra effort to be available to met with their child's teachers or at least speak with them over the phone when needed. Parents should regularly check for messages or notes sent home by the teachers as well as any homework assignments that were given or any paperwork that needs your signature.
2. Homework - Children with ADHD need a quiet and clutter free area in which to work on their school assignments. Help your child to break down the tasks that he or she needs to do so that the assignments seem more manageable. Allow for breaks when your child needs to regain their focus. Provide plenty of praise when assignments are dome properly and completed. Remind your child of good study skills such as taking notes, asking questions, and reading concepts out loud.
3. Behavior - Although you will not always be there to monitor your child's behavior while at school, there are some techniques that you can put into place to encourage good behavior. Develop a reward system for good days or weeks at school. Encourage your child to develop social skills by having them invite their school friends over to play or socialize. If you are unsure as to what else you should be doing to get a handle on your child's behavior while they are at school consider involving the school counselor or psychologist.

Special education classroom

Parents of children with ADHD may struggle with the decision of whether or not to put their child in a special education classroom or not. Although state educational laws allow for those who have been diagnosed with ADHD to be placed in a special education classroom where they can receive more one-on-one attention, experts advise that removing the child from the usual classroom environment is not always the best thing to do. When accommodations and adjustments can be made in a regular classroom setting, the child with ADHD can better learn to cope in real world situations.

Naturally your child's educational needs depend on the nature and severity of their ADHD. The special education classroom may in fact be more suitable for your child if his or her hyperactivity, inattentiveness, behavior, or learning differences require more attention than can be given to them in the typical classroom.