ADHD School Strategies and Practices for Teachers.

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An Overall Strategy for ADHD School Children.

The child’s ADHD school success is often dependent on his or her ability to tend to tasks and teacher and classroom expectations with minimal distraction. When a child exhibits behaviors associated with ADHD, consequences may include difficulties with school and with forming relationships with his or her peers if appropriate instructional methodologies and interventions are not implemented.

There are an estimated 1.46 to 2.46 million ADHD school children in the United States, constituting three to five percent of the student population. It has been documented that approximately 25 to 30 percent of all ADHD school children also have learning disabilities. Likewise, ADHD school children have a much higher rate of coexisting psychiatric disorders.

When selecting and implementing successful school strategies and practices for the ADHD student, it is imperative to understand the characteristics of the child, including those pertaining to disabilities. This knowledge will be useful in the evaluation and implementation of successful practices, which are often the same practices that benefit students without ADHD.

Because no two children with ADHD are alike, it is important to keep in mind that no ADHD schools program, practice, or setting will be best for all children. Teachers who are successful in teaching ADHD students use a three-pronged strategy. The three-pronged strategy, in summary, is as follows:

  • Evaluate the child’s individual needs and strengths. Assess the unique educational needs and strengths of a child with ADHD in the class. Working with a multidisciplinary team and the child’s parents, consider both academic and behavioral needs, using formal diagnostic assessments and informal classroom observations. Assessments, such as learning style inventories, can be used to determine children’s strengths and enable instruction to build on their existing abilities. The settings and contexts in which challenging behaviors occur should be considered in the evaluation.

  • Select appropriate instructional practices. The effective ADHD teacher will determine which instructional practices will meet the academic and behavioral needs identified for the child. Select practices that fit the content, are age appropriate, and gain the attention of the child.

  • For children receiving special education services, integrate appropriate practices within an ADHD 504 plan. In consultation with other educators and parents, a 504 ADHD plan should be created to reflect annual goals and the special education-related services, along with supplementary aids and services and possibly ADHD remedies necessary for attaining those goals. Plan how to integrate the educational activities provided to other children in your class with those selected for the child with ADHD.

Three Components of Successful Programs for Children with ADHD: The three main components for successfully teaching ADHD children are academic instruction, behavioral interventions, and classroom accommodations. This guide outlines a series of strategies proven successful in not only educating children with ADHD but all children. By incorporating techniques from these three areas into their everyday instructional and classroom management practices, teachers will improve the academic performance and the behavior of their students with ADHD.

Academic Instruction: The first major component of the most effective instruction for children with ADHD is effective school instruction. Teachers can help prepare their students with ADHD to achieve by applying the principles of effective teaching when they introduce, conduct, and conclude each lesson during the school day. The discussion and techniques that follow pertain to the instructional process in general (across subject areas); strategies for specific subject areas appear in the subsequent subsection “Individualizing Instructional Practices.”

Behavioral Interventions: The second major component of effective ADHD school instruction involves the use of behavioral interventions. The purpose of behavioral interventions in the school setting is to assist ADHD students in displaying the behaviors that are most conducive to their own learning and that of classmates. Well-managed classrooms prevent many disciplinary problems and provide an environment that is most favorable for learning. When a teacher’s time must be spent interacting with students whose behaviors are not focused on the lesson being presented, less time is available for assisting other students. Behavioral interventions should be viewed as an opportunity for teaching in the most effective and efficient manner, rather than as an opportunity for punishment.

Classroom Accommodations: The third component of a strategy for effectively educating children with ADHD involves physical  ADHD classroom accommodations. Children with ADHD often have difficulty adjusting to the structured environment of a classroom, determining what is important, and focusing on their assigned work. They are easily distracted by other children or by nearby activities in the school classroom. As a result, many children with ADHD benefit from ADHD teaching accommodations that reduce distractions in the classroom environment and help them to stay on task and learn. Certain accommodations within the physical and learning environments of the classroom can benefit children with ADHD.

 


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Disclaimer: The information provided to you in this website has been compiled from numerous journals, research papers and studies for the sole purpose of offering consumers and professionals like you, information about ADD ADHD, natural treatment and ATTEND. None of the information herein should be construed as a claim for cure, prevention or treatment of any condition. The statements in this website have not been evaluated by the Food and Drug Administration.

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