Helping my neurodivergent child thrive in the classroom.
My son was diagnosed with ADHD but not until he was 17 . I was angry . How was it that he had been seen by a psychologist a number of times when he was in primary school and had done a WHISC test and this was not picked up . He was slow to read, and I remember him coming home one day and saying to me “ Mum I can’t understand what the teacher is saying sometimes. The teachers kept saying he will be fine , some kids take longer than others I wasn’t convinced .
WHISC is supposed to highlight any issues . They said he had an “ auditory processing disorder “, ok well what did that mean ? And how were his teachers and us his parents supposed to navigate this ? We didn’t have a clue except to perhaps slow down verbal instructions, so he had time to get his head around it .
My son really did not get any help at school . We got him a wonderful tutor and he did very well considering . I can’t blame the teachers they have so many students so much work and so little time . I do feel annoyed that he struggled emotionally and psychologically for many years trying to navigate a world he didn’t really understand or felt he fit into .
I’m currently working at a Busy School teaching teens the Certificate 2 in Self Development and Self Awareness . It’s a fun course but one student is really struggling every time I give a verbal instruction. Once I sit down with her and explain one to one and give her an example of what I am looking for , she’s fine . Her frustration and defeat are etched all over her face , every time I start to talk to the whole class. She thinks she is on the verge of failing every second . My heart breaks for her. She thinks she’s dumb and incapable. She most certainly is not. Unfortunately, schools are not set up to support the neurodiverse brain . Its us who need to change and include in this space. It’s not a disability , it’s a learning difference that we need to accommodate more readily .
Supporting a person with ADHD in the classroom involves understanding their unique needs and implementing strategies to help them succeed. Here are some practical tips:
Classroom Environment
Structured Environment: Maintain a structured and predictable classroom routine. Clear expectations and consistent schedules can help reduce anxiety and increase focus.
Minimize Distractions: Seat the student away from windows, doors, or other high-traffic areas. Keep the classroom organized and clutter-free.
Use Visual Aids: Visual schedules, timers, and color-coded materials can help students with ADHD understand and follow routines more easily.
Instructional Strategies
Clear Instructions: Give concise and clear instructions. Break tasks into smaller, manageable steps and check for understanding.
Interactive Lessons: Incorporate a variety of teaching methods, such as hands-on activities, visual aids, and technology, to keep students engaged.
Frequent Breaks: Allow short, frequent breaks to help students manage their energy and maintain focus.
Behaviour Management
Positive Reinforcement: Use positive reinforcement to encourage desired behaviours. Praise, rewards, and incentives can be effective motivators.
Immediate Feedback: Provide immediate and constructive feedback on both academic work and behaviour.
Behaviour Plans: Develop individualized behaviour intervention plans that outline specific goals and strategies for managing behaviours.
Academic Support
Differentiated Instruction: Tailor assignments and activities to the student’s abilities. Provide options for how they can demonstrate their understanding.
Children with ADHD often benefit from having multiple ways to demonstrate their understanding, as this can accommodate their varied learning styles and strengths. Here are several options:
A Circle from colorful figures and sign neurodiversity.
Written Responses
Short Answers: Allow students to write short, concise responses instead of long essays.
Journals or Diaries: Encourage them to keep a journal or diary to reflect on what they’ve learned.
Bullet Points or Lists: Permit the use of bullet points or lists to organize their thoughts.
Oral Presentations
Verbal Reports: Let students explain concepts orally, either to the teacher or in front of the class.
Interviews: Conduct interviews where the student answers questions about the material.
Storytelling: Allow them to tell a story or narrative that incorporates the key concepts they’ve learned.
Visual Projects
Posters: Create posters that illustrate their understanding of a topic.
Mind Maps: Use mind maps or diagrams to visually organize and present information.
Drawings or Comics: Draw pictures or create comics to depict their understanding.
Hands-On Activities
Models or Dioramas: Build models or dioramas to represent concepts.
Experiments: Conduct and explain experiments or demonstrations.
Craft Projects: Create craft projects that relate to the lesson material.
Technology-Based Options
Digital Presentations: Use tools like PowerPoint, Prezi, or other presentation software to create digital presentations.
Videos: Make videos or animations that explain the material.
Blogs or Websites: Develop a blog or website to document their learning journey.
Interactive Methods
Role-Playing: Participate in role-playing scenarios that illustrate key concepts.
Debates or Discussions: Engage in debates or discussions to demonstrate their understanding through dialogue.
Games: Design or play educational games that reflect the lesson content.
Alternative Assessments
Portfolios: Compile a portfolio of various works that showcase their learning progress over time.
Peer Teaching: Teach a lesson or concept to their peers, demonstrating their understanding through instruction.
Self-Assessments: Reflect on their own learning and provide self-assessments or learning logs.
Movement-Based Options
Acting or Skits: Perform skits or short plays that incorporate lesson material.
Dance or Movement: Use dance or movement to express understanding of concepts (e.g., acting out historical events).
Interactive Notebooks: Maintain interactive notebooks that combine written notes with drawings, foldables, and other hands-on elements.
Providing these diverse options can help children with ADHD demonstrate their understanding in ways that leverage their strengths and accommodate their needs.
My son would have coped with school a lot better had some of these great creative ways of learning had been part of his school years . It’s something I would like to see developed across all Australian schools in some form or another .
I realise that a lot of these techniques can take up time and with a large diverse class this can be difficult, but I can see how these sorts of teaching tools will benefit neurotypical children too. We all have strengths and different learning styles even if we are neurotypical so incorporating these into our daily teaching methods can work for all children not only those who struggle .
Having this type of classroom would have worked wonders for my son . I’m hoping that the more we learn about neurodiversity , the better we all will be . Creating an inclusive environment is a must for all children to grow , learn and thrive .
And my son … he’s doing just fine now !