Positive Aspects

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Positive Aspects

• full of energy
• sense of humour
• creative
• enthusiastic/passionate
• loyal
• forgiving
• willing to take risks
• inventive thinkers
• easily motivated

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Attention
Reasoning
Planning
Problem Solving
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ADHD is a lifelong disorder a genetic
disorder partially caused by a dopamine
deficiency found among all ethnic and social
groups
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ADHD is not caused by poor diet caused by
inadequate parenting confined to
childhood manageable with strict discipline
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Learning Differences 25
Anxiety Disorders 25
ADD/ADHD Comorbids
Bipolar 6
Conduct Disorders 20
Depressive Disorders 15-20
Oppositional Defiant Disorder 35
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Physical Symptoms

• Restlessness
• Hyperactivity
• Clumsiness
• Insomnia
• Enuresis
• Poor Coordination
• Headaches

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Mental Symptoms

• Extreme Mood Swings
• Low Self-Esteem
• Learning Difficulties
• Low Attention Span
• Forgetfulness
• Obsessive Thinking
• Poor Short-Term
• Memory

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Behavioural Symptoms

• Poor Social Skills
• Excessive Talking
• Risky Behaviour
• Attention Seeking
• Sensation Seeking
• Extremely Short Fuse
• Lying
• Impatience
• Swearing
• Interrupting Others
• Daydreaming
• Disorganisation

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Domains of Impairment
Health/Safety
Academic/ Occupational
Substance Abuse
Impairments
Sexual Behaviour
Self-Esteem
Social Functioning
Criminality
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Current Treatments
Social Skills Training
Occupational Therapy
Yoga
Holistic Therapy
Physical Exercise
Anger Management Training
Medication
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ADHD Medications

• are only one option for ADHD
• are not addictive
• are not sedatives
• are class A drugs
• dont increase use of other drugs
• can have side-effects
• are not new drugs
• are available in slow-release form

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The Student is

• unable to stay on task
• easily distracted
• making inappropriate comments
• restless
• disorganised
• constantly interrupting
• slow to copy information
• not interested
• tense/agitated
• unable to follow instructions
• unable to recognize body
• language and facial expressions

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Classrom TipsSeating

• Place the student in the front of the room
• Position him/her between two sensible peers
• Keep him /her away from distractions
• (doors, windows, colourful displays, etc.)
• Avoid sudden changes (content,venue, etc.)
• Allow structured seat-breaks
• Agree on a Distress Signal
• Allow quiet fiddling
• Greet students at the door

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Lesson Material/Planning

• Increase font size
• Highlight key information
• Provide handouts to avoid board copying
• Use a lot of visual aids
• Allow or provide voice recordings
• Include plenty of IT opportunities
• Do warm up exercises immediately after breaks
• Encourage Check-Lists to be ticked off
• Extract texts for research rather than giving
• whole books to read
• Break assignments down into smaller parts

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Lesson Delivery

• Praise often, specific and immediately
• Provide a visible agenda
• Vary your pace, methods and intonation
• frequently
• Assign specific roles during group work
• Change your questioning style to allow the
• student to respond immediately (notes,
• drawings, peer work)
• Be consistent and avoid idiomatic speech
• Keep instructions short and precise
• Keep choices to a minimum

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Pastoral Care

• Promote relaxation techniques
• Practise the 5 Second Break
• Help the student to identify ways to deal
• with anger
• Avoid preaching and interrogation tactics
• Challenge the student away from peers
• Arrange for a quiet place and somebody
• who is available to talk in a crisis situation
• Be positive and a motivator