1. ADHD in the Classroom
Cihan Şahin

2. Introduction
Attention deficit hyperactivity disorder (ADHD) is characterized by pervasive and developmentally inappropriate difficulties with attention, impulsivity, and hyperactivity.
They have behavior difficulties such as aggression and noncompliance
They are more likely than typically developing classmates to be rejected socially

3. Introduction
Teachers are more likely to perceive a child with an ADHD label less favorably with respect to intelligence, personality, and behavior
They have poorer grades
They have a higher absenteeism rate
They are less likely to pursue a post-secondary education than their peers

4. Signs and symptoms They can get distracted easily when listening
They can have difficulty when focusing
They can get bored after a few minutes unless it's something they enjoy
They can have difficulty when organizing or completing a task, homework, assignments, and by handing in tasks
They can often lose items or forget about them
They do not seem to listen when they are spoken to
They can daydream, become confused easily, and not move fast
They have difficulty taking information quickly or correctly
They seem to struggle when following instructions

5. So how do you teach a kid who won’t settle down and listen?
The answer: with a lot of patience, creativity, and consistency.

6. What teachers can do to help children?
Successful programs for children with ADHD integrate the following three components:
Accommodations: what you can do to make learning easier for students.
Instruction: the methods you use in teaching.
Intervention: How you head off behaviors that disrupt concentration or distract other students.
Your most effective tool, however, in helping a student with ADHD is a positive attitude.

7. Classroom accommodations
As a teacher, you can make changes in the classroom to help minimize the distractions and disruptions of ADHD.
Seating
away from windows and away from the door.
right in front of your desk unless that would be a distraction for the student.
Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements.

8. Classroom accommodations
Information delivery
Give instructions one at a time and repeat as necessary.
If possible, work on the most difficult material early in the day.
Use visuals: charts, pictures, color coding.
Create outlines for note-taking that organize the information as you deliver it.

9. Classroom accommodations
Student work
Create worksheets and tests with fewer items
Test the student in the way he or she does best, such as orally or filling in blanks.
Let the student do as much work as possible on computer.
Divide long-term projects into segments and assign a completion goal for each segment.
Accept late work and give partial credit for partial work.

10. Classroom accommodations
Organization
Have the student keep a master notebook, a three-ring binder with a separate section for each subject
Provide a three-pocket notebook insert for homework assignments, completed homework, and “mail” to parents
Make sure the student has a system for writing down assignments and important dates and uses it.

11. Teaching techniques Starting a lesson
Teaching techniques that help students focus and maintain their concentration on your lesson and their work can be beneficial to the entire class.
Starting a lesson
List the activities of the lesson on the board.
In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need.
Establish eye contact with any student who has ADHD.

12. Teaching techniques Conducting the lesson
Vary the pace and include different kinds of activities.
Use props, charts, and other visual aids.
Allow a student with ADHD frequent breaks.
Let the student with ADHD squeeze a rubber ball or tap something that doesn’t make noise as a physical outlet.

13. Teaching techniques Ending the lesson Summarize key points.
If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board.
Be specific about what to take home.

14. A teacher can make or break a child's year
Don't underestimate your role in a child's success. I cannot tell you how many times parents and special need students tell me, "Some years were great; others were unmitigated disasters." When I ask why, the answer is overwhelmingly, "In the successful years, he felt that his teacher really understood him and was rooting for him. In the disaster years, he didn't click with the teacher, and just completely shut down."

15. The End

16. Resources and references
Kids in the Syndrome Mix of ADHD, LD, Asperger's, Tourette's, Bipolar, and More!: The one stop guide for parents, teachers, and other professionals
by Martin L. Kutscher MD, Tony Attwood Ph.D, Wolff MD
ADHD in the Classroom: Effective Intervention Strategies
by George J. DuPaul, Lisa L. Weyandt & Grace M. Janusis
attention-deficit-disorder.htm