ADHD Techniques
Students with Attention Deficit Hyperactivity Disorder (ADHD) are often included in the general education classroom. These students typically do not have an IEP, but use a Section 504 plan to receive additional supports in the classroom. While this does not provide the same funding that an IEP does, a 504 plan allows students to still receive support in the classroom. Students with ADHD fall under three major categories:
Hyperactive-ImpulsiveHyperactive-Impulsive ADHD students do not usually think before they act. They are often very active in the classroom, and have trouble sitting still. These students need assistance controlling their impulses, and can be provided with classroom tasks to complete such as cleaning off the board or delivering notes to the office in order to release their extra energy.
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InattentiveStudents with Inattentive ADHD are unable to focus. These students are typically highly disorganized, and do not typically recognize details. These students need assistance in getting organized, especially in the transition from elementary-middle or middle-high school.
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CombinedStudents who are diagnosed with combined ADHD typically show some hyperactive-impulsive signs and some inattentive signs of ADHD. These students may be disorganized and have trouble sitting still, or they may need extra reminders about directions in the classroom.
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Teachers of students with ADHD need to be aware of the ways their students behave in the classroom. Some students may benefit from a classroom job, such as distributing papers to release extra energy. Other students may benefit from a charted system where behavior is monitored in specific time intervals. Getting to know individual students and the features of ADHD will allow for the best classroom accommodations and classroom success.
For more resources, check out this case study or this fact sheet on Attention Deficit Hyperactivity Disorder.
For more resources, check out this case study or this fact sheet on Attention Deficit Hyperactivity Disorder.