Notes on supporting children with ADHD

Here are some points I noted down from last week's presentation given by Katherine Whitfield from St John's at the GTLD workshop. For those interested, there's a special workshop next week Saturday on teaching children with learning difficulties the STEM subjects at school.

GTLD or “gifted and talented” students with “learning differences.” Zimbabwe

Children with ADHD characteristically have persistent inattention, hyperactivity, impulsivity, hyper-focus and a difficulty in disengaging. This is often due to the fact that they are paying attention to a lot of stimuli at the same time but have a difficulty in filtering out what they need to. Sadly they are often stigmatised and left out. There is a need to help them in self awareness, managing their impulsivity and channeling their creativity. There is a higher prevalence in boys and it occurs in 3-5% of the population.

Many people may have some of the symptoms of ADHD but it could be that a child is under stimulated. Fidgeting is a form of processing information. ADD is like ADHD, but without the hyperactivity.

To help children with ADHD in the classroom, it is good to give one instruction clearly at a time. You should also write on the board and try asking another child if it will make the one with ADHD uncomfortable. It is better to discuss behaviour in private and create quiet areas. Allowing headphones to block out noise to help children revise is helpful and giving outlines for note taking can be useful or providing questions to answer or giving notes on a flash stick. If fidget spinners are too distracting, sticky stuff is a good idea. It is also good to change the pace of the lesson and provide varied activities in class.

ADHD simulation