SCHOOL AND TEACHERS

School is one of the main environments where ADHD is more evident as symptoms may negatively impact the child’s social and academic life.

In the classroom, teachers often see students with ADHD struggling with their school work and socializing with their classmates.

This means impairment is remarkable due to their learning disabilities and could provoke an important disadvantage from other students if the institution does not act immediately and as recommended in these cases.

Learning difficulties in children with ADHD

Teachers must be aware and informed about the disorder and its consequences to apply the most possible adjustments in order to improve the child’s performance in school. This is the reason why we insist about the importance of a multimodal approach for ADHD treatment, letting children with ADHD to receive arrangements and an individualized accommodation plan for school.

If teachers do not feel capable on identifying a child with difficulties, they should ask colleagues for support or the school’s counsellor assessment in order to implement training for teachers and parents, make classroom observations and adapted institutional strategies for a better intervention.

ADVICE AND RECOMMENDATIONS FOR TEACHERS

Tips for helping the student with ADHD adjust in the classroom.

  • Plan to meet the child´s parents at least once a month. Constant home-school communication can have positive results for a multimodal approach. Parents must be aware of their child´s issues.

  • Find out all about ADHD. Or maintain a strong dialogue with a specialist. Specialists are the only people who can inform you and give you specific orientation for better management with your students.
  • Share any relevant information with parents. Teachers spend a lot of time with children and might identify important aspects of the child´s behavior. This information may be helpful for parents and other professionals around a child with ADHD.
recommendations for teachers with students with adhd
  • Find a behavior plan that works with the child. Remember every child is different from others, and it is important to individualize every procedure. Some techniques might not function; therefore, teachers or specialists must have other options or alternatives.

  • If you have to discuss the child´s behavior, do it in private. Try not to make him/her feel ashamed or pointed out in front of the classmates.
  • Allow some extra time for completing tasks. This should be part of the individual learning plan for the child with ADHD. Remember this is not about treating him/her differently but looking forward to equalizing opportunities to achieve academic goals.
  • When explaining class lessons, facilitate visuals for easy understanding and attention seeking. (Pictures, colored fonts, etc.)
  • Organize the classroom so that children with special needs sit near the teacher and away from distractions. (away from windows or away from doors)
  • Divide tasks into smaller wedges. This will allow the child to concentrate in significant periods of time and may be very helpful for future organization while completing duties.
  • Give short and clear instructions. You can ask the child to repeat the instruction back to you to ensure he/she understood it completely. Remember he/she could get distracted or may easily forget a task. Be patient and try explaining again. List the lesson activities on the board for better organization and attention.
  • If possible, work on the most difficult task early in the morning. The child might have more energy at that time than at noon.

WHY CHESS ?

  • Chess contributes to reading and math readiness.
  • Chess helps improve scholastic performance, homework, tests, written assignments, reading. The fact that chess is also “fun” to play helps this process.
  • Chess helps develop imagination and creativity and helps to increase foresight and visualization.
  • Chess helps develop focus, concentration and increased attention span.
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