What Are The Educational Options For an ADHD Child?
cont. from
ADHD Children's Needs
Children with ADHD have a variety of needs. Some children are too hyperactive
or inattentive to function in a regular classroom, even with medication and a
behavior management plan. Such children may be placed in a special education
class for all or part of the day. In some schools, the special education teacher
teams with the classroom teacher to meet each child's unique needs. However,
most children are able to stay in the regular classroom. Whenever possible,
educators prefer to not to segregate children, but to let them learn along with
their peers.
Children with ADHD often need some special accommodations to help them learn.
For example, the teacher may seat the child in an area with few distractions,
provide an area where the child can move around and release excess energy, or
establish a clearly posted system of rules and reward appropriate behavior.
Sometimes just keeping a card or a picture on the desk can serve as a visual
reminder to use the right school behavior, like raising a hand instead of
shouting out, or staying in a seat instead of wandering around the room. Giving
a child like Lisa extra time on tests can make the difference between passing
and failing, and gives her a fairer chance to show what she's learned. Reviewing
instructions or writing assignments on the board, and even listing the books and
materials they will need for the task, may make it possible for disorganized,
inattentive children to complete the work.
Many of the strategies of special education are simply good teaching methods.
Telling students in advance what they will learn, providing visual aids, and
giving written as well as oral instructions are all ways to help students focus
and remember the key parts of the lesson.
Learning Techniques
Students with ADHD often need to learn techniques for monitoring and
controlling their own attention and behavior. For example, Mark's teacher taught
him several alternatives for when he loses track of what he's supposed to do. He
can look for instructions on the blackboard, raise his hand, wait to see if he
remembers, or quietly ask another child. The process of finding alternatives to
interrupting the teacher has made him more self-sufficient and cooperative. And
because he now interrupts less, he is beginning to get more praise than
reprimands.
In Lisa's class, the teacher frequently stops to ask students to notice
whether they are paying attention to the lesson or if they are thinking about
something else. The students record their answer on a chart. As students become
more consciously aware of their attention, they begin to see progress and feel
good about staying better focused. The process helped make Lisa aware of when
she was drifting off, so she could return her attention to the lesson faster. As
a result, she became more productive and the quality of her work improved.
Grade Level
Because schools demand that children sit still, wait for a turn, pay
attention, and stick with a task, it's no surprise that many children with ADHD
have problems in class. Their minds are fully capable of learning, but their
hyperactivity and inattention make learning difficult. As a result, many
students with ADHD repeat a grade or drop out of school early. Fortunately, with
the right combination of appropriate educational practices, medication, and
counseling, these outcomes can be avoided.
Right To A Free Public Education
Although parents have the option of taking their child to a private
practitioner for evaluation and educational services, most children with ADHD
qualify for free services within the public schools. Steps are taken to ensure
that each child with ADHD receives an education that meets his or her unique
needs. For example, the special education teacher, working with parents, the
school psychologist, school administrators, and the classroom teacher, must
assess the child's strengths and weaknesses and design an
Individualized
Educational Program (IEP). The IEP outlines the specific skills the child needs
to develop as well as appropriate learning activities that build on the child's
strengths. Parents play an important role in the process. They must be included
in meetings and given an opportunity to review and approve their child's IEP.
Many children with ADHD or other disabilities are able to receive such
special education services under the Individuals with Disabilities Education Act
(IDEA). The Act guarantees appropriate services and a public education to
children with disabilities from ages 3 to 21. Children who do not qualify for
services under IDEA can receive help under an earlier law, the National
Rehabilitation Act, Section 504, which defines disabilities more broadly.
Qualifying for services under the National Rehabilitation Act is often called
"504 eligibility."
Because ADHD is a disability that affects children's ability to learn and
interact with others, it can certainly be a disabling condition. Under one law
or another, most children can receive the services they need.
Coping Strategies
| Some Coping Strategies for Teens and Adults with ADHD |
- When necessary, ask the teacher or boss to repeat instructions
rather than guess.
- Break large assignments or job tasks into small, simple tasks.
Set a deadline for each task and reward yourself as you complete
each one.
- Each day, make a list of what you need to do. Plan the best
order for doing each task. Then make a schedule for doing them. Use
a calendar or daily planner to keep yourself on track.
- Work in a quiet area. Do one thing at a time. Give yourself
short breaks.
- Write things you need to remember in a notebook with dividers.
Write different kinds of information like assignments, appointments,
and phone numbers in different sections. Keep the book with you all
of the time.
- Post notes to yourself to help remind yourself of things you
need to do. Tape notes on the bathroom mirror, on the refrigerator,
in your school locker, or dashboard of your car -- wherever you're
likely to need the reminder.
- Store similar things together. For example, keep all your
Nintendo disks in one place, and tape cassettes in another. Keep
canceled checks in one place, and bills in another.
- Create a routine. Get yourself ready for school or work at the
same time, in the same way, every day.
- Exercise, eat a balanced diet and get enough sleep.
Adapted from: Weinstein, C. "Cognitive Remediation Strategies."
Journal of Psychotherapy Practice and Research. 3(1):44-57, 1994.
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