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ADD School Guidelines
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Classroom Considerations:
* Seat students with ADD near the teacher's desk, but include them as part of the regular class seating.
* Place these students up front with their backs to the rest of the class to keep other students out of view.
* Surround students with ADD with good role models. Encourage peer tutoring and cooperative/collaborative learning.
* Avoid distracting stimuli. Try not to place students with ADD near air conditioners, high traffic areas, heaters, or doors or windows.
* Children with ADD do not handle change well, so avoid transitions, physical relocation (monitor them closely on field trips), changes in schedule, and disruptions.
* Be creative! Produce a stimuli-reduced study area. Let all students have access to this area so the student with ADD will not feel different.
Interactions with the Family:
* Encourage parents to set up appropriate study space at home, with set times and routines established for study, parental review of completed homework, and periodic notebook and/or assignment book recorded each day. If a student is not capable of this, the teacher should help him or her.
* Sign the notebook daily to signify completion of homework assignments. (Parents should also sign.)
* Use the notebook for daily communication with parents.
Giving Assignments:
* Give out only one task at a time.
* Monitor frequently. Maintain a supportive attitude.
* Modify assignments as needed. Consult with special education personnel to determine specific strengths and weaknesses of each student.
* Develop an individualized education program.
* Make sure you are testing knowledge and not attention span.
* Give extra time for certain tasks. Students with ADD may work slowly. Do not penalize them for needing extra time.
* Keep in mind that children with ADD are easily frustrated. Stress, pressure, and fatigue can break down their self-control and lead to poor behavior.
Providing Supervision and Discipline:
* Remain calm, state the infraction of the rule, and avoid debating or arguing with the student.
* Have pre-established consequences for misbehavior.
* Administer consequences immediately and monitor proper behavior frequently.
* Enforce classroom rules consistently.
Adapted from "Teaching Children with Attention Deficit/Hyperactivity Disorder: Update 1998," ERIC Digest #E569, published by ERIC Clearinghouse on Disabilities and Gifted Education. ERIC Digests are in the public domain.
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