ADHD in the Classroom
MANAGING AND BALANCING THE NEEDS OF THE ENTIRE CLASSROOM
A. Seat the ADHD student in the front or closest to the teacher and next to students who are good role models.
B. Create an environment where students are encouraged to work together, and try to avoid too much “unstructured” time.
C. An agreement should be reached between the parents, teacher, and the building administrator about whether to share with the rest of the classroom that a classmate has ADHD symptoms. Discussing the benefits of being a quick thinker and creative would be preferable to
stigmatizing by announcing that a child has a disorder.
D. Once a day dosing of medication, that is long acting, would be preferable for the ADHD student so as not to draw attention to the fact that s/he might be on medications.
E. Finally, look at the entire classroom, after you tried the interventions and strategies of which you are most aware to address one student’s ADHD symptoms. If you are feeling troubled that the control of the classroom is being wrestled away from you, look at other specialized instructional classrooms for that student—with pre-conference discussions with the parents first.
From “Taking Charge of ADHD: The complete authoritative Guide for Parents”
by Dr. Russell Barkely. New York, NY: Gilford Press; 1995
Helpful web sites:
Children and Adults with Attention-Deficit and Hyperactivity Disorder and National Resource Center on AD/HD
Regardless of the difficulty, even if it seems to be minor, establish open communication among parents, students, staff, and other concerned parties. It is far better to work with one another even if it is difficult than it is to work against one another.
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ADHD in the Classroom
