Learning material around Scenario One

1. Understanding Attention Deficit Disorder

ADHD is not easy to recognize. What characterises this disorder is that students are hyperactive and impulsive. They often have poor motor coordination and difficulty dealing with spatial relations. They often have difficulty solving problems, dealing with self-motivation, self-regulated activities; they might have poor social skills. Although the symptoms of ADHD begin in childhood, ADHD can continue through adolescence and adulthood. When working with ADHD students, make sure students understand all rules and classroom procedures. Carefully plan the seating arrangement to prevent them from getting distracted; it is a good idea to have them seated near you. Bear in mind that certain types of behavior are not planned to be rebellious and may not be pre-meditated - it is possible for students to be incapable of concentrating and/or controlling their behavior. Allow opportunities for the hyperactive students to be active in class and not just to sit quietly. Abstain from managing your classroom using threats or punishment. During classroom activities, group ADHD students wisely, having in mind what the other students can do and how they may react, as well. Teach students what types of transitions they will go through during a school day - within a given class, between activities and between classes, as well as inside and outside the classroom. Teach ADHD students how to manage their own behavior - this involves self-observation, self-evaluation, self-support and independent study. Keep regular contact with the students’ parents. You may use daily or weekly feedback sheets or other instruments as guided by the regulations at your school. Encourage students to have and use regularly homework assignment books. Seek support from the staff members who are responsible for special needs’ students, to develop a system of tasks for ADHD students which will help them cope with their attention difficulties.