sped

Who Are Blind or Have Low Vision

General Guidelines

Index

Deaf or Hard of Hearing

7.2   Students Who Are Blind or Have Low Vision

Not all individuals who are legally blind are completely without sight. In fact, individuals are considered legally blind when visual acuity is 20/200 or less, that is, ten percent of "normal" vision. Approximately ninety percent of those who are legally blind are classified as having low vision. People with low vision differ greatly in what they are able to see. Some are able only to see shadows, some are able to distinguish colours and still others may possess enough visual acuity to be able to read a blackboard or textbook with special glasses or a monocular. Some people retain adequate vision if they read in excellent light and rest their eyes frequently, or, for others, if the print is enlarged. Others may have little difficulty seeing objects at a great distance, but may be unable to see an obstacle immediately in front of them. Such a problem as this is due to a restricted field of vision.

Individuals who are completely blind may have visual memory and its strength depends on the age when vision was lost. They may rely completely on brailled text or voice reproduction of written material. If you are uncertain how much sight individuals have, or how much assistance they may need with a particular task, you should not hesitate to ask them. 

Instructional Strategies

• Permit the student to sit near the front of the classroom. Some people with low vision benefit from being close to the blackboard. Other students need to record lectures and therefore must be close to the person who is speaking. In both cases, it is important that material written on the blackboard or overhead be read aloud.
• If the classroom is in a laboratory setting, a "buddy system" may be most beneficial for the student. This will permit the person to obtain the required information and still work within a safe environment.
• Lab instructors should assist the student to label instruments, drawers and chemicals in Braille, or another medium the student can easily identify.
• Provide a verbal explanation for visual aids (e.g., graphs, charts, diagrams) and verbally emphasize important information.  

Communication Strategies

• Approach the individual so that you are facing him or her, identify yourself, and ask if you can be of assistance. However, do not proceed unless the individual says you can. If you are not sure of exactly what to do, ask the person to explain how you should proceed.
• Make sure that your attitude can be heard in your voice. Put your smile, welcome, and helpfulness in your voice.
• When you are leaving the room, say so.
• Speak to the individual as you would to any other person. Find out what he or she wants in obtaining a useable format.
• Speak to the person directly, not through his or her companion.
• If the individual asks to be guided to a particular area, stand next to him or her, slightly ahead and ask him or her to take your arm. Do not grab the arm of the person who is blind. This is dangerous and can be frightening. Identify any objects as you encounter them, including steps and curbs.
• When giving directions to a person who is blind, be as clear and specific as possible. Describe the surroundings and make sure to point out obstacles in the direct path of travel. Be careful of using descriptions containing numbers or feet or yards/metres (for example, fifty feet ahead). If you are unsure of how to direct someone who is blind, simply ask the person how you should describe things.
• When guiding a person who is blind to a chair, guide his or her hand to the back of the chair and tell the person if the chair has arms.
• Be aware of a service animal and the fact that space will need to be made available for the animal in corridors, aisles, etc. Do not touch or pet a service animal, even if it begs for attention. Service animals are not pets; when in the harness, the animal is working. The service animal is responsible for the safety of its owner. Interference could lead to unnecessary disaster
• Do not assume that the individual knows his or her way around the building/classroom.
• Feel free to use words like "look", "see", or "read"; people who are blind use these words too! 

Technological Accommodations

• If the student uses adaptive equipment which permits him or her to read printed materials or to work on a computer, you may find it helpful to understand its operation. This, of course, is not essential; however, feel free to ask the student to explain the operation of the equipment to you. Upon request, the Coordinator of Library Services for Students with Disabilities would be pleased to demonstrate the equipment available at the library. 

Assignment Accommodations

• Provide the student with ample notice when assigning research papers. The student may require assistance finding and translating material into alternate format, such as large print, Braille or electronic format, as well as proofreading the final product.
• Class assignments or instructions should be outlined orally. 

Examination Accommodations

• Provide texts or examinations in alternate format (Braille, large print, electronic). Students may require someone to read the exam questions aloud.
• Allow students to use adaptive technology or assistive devices to write their exams. For example, a computer equipped with large print software, a voice synthesizer, and/or a Braille display.
• Allow for extra time to complete a test or an examination.

adhd

"The Neurobiology of ADHD"

This is a picture of a comparing the brain of an ADHD child and a non-ADHD child (PET scan). From Zametkins et al. (1990)

It is generally agreed among the scientific community that ADHD is a biological condition resulting from disfunction in the brain. Gradually, neurologists and neuroscientists are uncovering the neural mechanisms that underlie ADHD. One way in which they are doing this involves utilising brain imaging techniques. 

Brain imaging

Brain imaging provides us with a means of photographing the brain and watching it as it works. There are several different methods of imaging:

• Computerized tomography (CT)
• Magnetic Resonance Imaging(MRI)
• Functional Magnetic Resonance Imaging(fMRI)
• Positron Emission tomography (PET)
• Single Photon Emission tomography (SPECT)

Many studies using these imaging techniques have been conducted with ADHD children...

So what do we know about ADHD from these brain imaging techniques?

Using the methods presented above, researchers have begun to find differences between ADHD children and non-ADHD children. Up until recently, most of the imaging studies have been structural (CT and MRI scans), this means that they take static pictures of the brain.

Brain Imaging - Structural

The evidence has highlighted structural differences between ADHD and non-ADHD children. The majority of this evidence suggests that a region known as the frontal cortex is involved in ADHD (the orange coloured area in the picture below right).

The frontal cortex is part of the cerebral cortex (or the outer surface of the brain). The cerebral cortex is broken up into 4 lobes:

• The Temporal lobe
• The Occipital lobe
• The Parietal lobe
• The Frontal lobe

(All of these areas are highlighted in the picture below) 
The frontal cortex is involved mainly with executive functions. These include:

• problem solving
• attention
• reasoning
• planning

Note that ADHD suffers usually have deficits in these functions. These deficits become obvious in tests that are used during diagnosis, such as the Stroop test.

The brain has two hemispheres. The left is responsible for language and calculation, while the right is involved in attention.

Some evidence has suggested that right frontal lobe is smaller in children with ADHD than non-ADHD children (the right side of the brain is generally considered to be involved in attention processes). This data was supported by the close similarities in symptoms between ADHD and people who have suffered frontal lobe damage or right hemisphere damage through illness or accident. 

Brain imaging - functional

New technology has allowed us to advance from looking at the brain through static imaging techniques (such as CT scans and MRI scans). Now we have functional imaging techniques (SPECT & fMRI) which allow researchers to view the brain while is works - a moving picture if you like.Functional studies have exposed a decrease in the metabolic activity in the right frontal lobe, but also in an area known as the basal ganglia (this region is responsible for regulating movement and is connected with the frontal lobe region).
Recently these functional imaging techniques have pointed at 3 areasclosely related to the basal ganglia, believed to be responsible for the symptoms of ADHD:
(Click on the name to see where in the brain each region is)

• the prefrontal cortex (part of the frontal lobe)
• the caudate nucleus (part of the basal ganglia)
• the globus pallidus (part of the basal ganglia)

Some researchers believe that problems in the circuit between these three regions are the underlying mechanisms that cause ADHD symptoms.

The prefrontal cortex is thought to be the brain's "command center" while the other two parts translate the commands into action.

How does Ritalin and other medication help?:

Despite it's wide spread therapeutic use over the last 50 years, little is known about how Ritalin works. New research, however, has provided us with insight into the mechanisms of Ritalin in the brain - Click here to read more.

One more thing:

The evidence suggested here is simply an introduction. Unfortunately there is a lot of variance in ADHD data (some imaging studies have found left hemisphere disfunction rather than right) and it is difficult to know what to believe.

"What is ADHD???"

Well, here at ADHD.org.nz, we offer you 2 definitions:
The short definition:
"Attention Deficit Hyperactivity disorder (ADHD) is an early onset, biological disorder, classically characterised by a triad of symptoms: hyperactivity, inattention and impulsivity. These 3 symptoms are persistent and at developmentally inappropriate levels."
The long definition:

NOTE: Much of what is written about ADHD is the subject of debate. But the extended definition that we present here is generally agreed upon by the wider medical and scientific community.

According to the Diagnostic & Statistical Manual of Mental Disorders (4th edition)(the most widely used diagnostic criteria for ADHD), the ADHD condition can be broken down into 3 sub-categories:

• attention deficit/hyperactivity disorder: combined type
• attention deficit/hyperactivity disorder: predominantly inattentive
• attention deficit/hyperactivity disorder: predominantly hyperactive or impulsive

Generally an ADHD child will be diagnosedwith one of the three depending on their symptoms.
Prevalence:
Nobody knows the exact number of children with ADHD in New Zealand. In the USA, however, approximately 2-5% of the school age population has been diagnosed with one of the 3 types of ADHD. Strangely, ADHD is 3 to 4 times more likely to occur in males than females.
Onset & duration:
The onset of symptoms is early in childhood, before 7 years of age (generally noticable at 4-5 years). And for approx. 75% of ADHD sufferers, these symptoms continue into adulthood, although levels of hyperactivity may decrease with age.
Cause:
For the most part, the cause of ADHD (all three sub-types) remains a mystery. The experts agree that the condition is primarily biological in nature. Researchers have suggested that geneticsmay be responsible for some cases of ADHD, but nongenetic factors (such as exposure to toxins, episodes of oxygen deprivation or smoking during pregnancy) have also been indentified as possible causal factors.
A lot of research has also been conducted on the neurobiology of ADHD. For a more detailed discussion on the possible causes of ADHD, Click here.
Comorbidity
Comorbidity refers to the child having additional problems as well as ADHD. As many as two-thirds of clinically referred children with ADHD have additional problems. 30-50% will have conduct disorder (CD), and 20-25% will have anxiety problems. Generally 20-30% of ADHD children also have learning problemsand as many as 30% have delayed motor development.
What to do if you suspect a child has ADHD:
The first step in helping a child who displays the three hallmark symptoms (hyperactivity, inattention and impulsivity), is to seek adiagnosis. This involves organising an appointment with apaediatric specialist or child psychologist. If you are not sure of where to find a specialist in your town/city, have a look at ourmap of New Zealand. It will tell you which specialists are available in your region and where to find support groups and resources after diagnosis.
Treatment:
While ADHD is not curable (at the moment), the good news is that ADHD is managable. Both behavioural and pharmacologicalregimes are available. Click here to read more on treatments of ADHD.
After diagnosis:
The most important thing for both child and parent to rememberafter being diagnosed with ADHD is that:

"You are not alone!"

ADHD is the most commonly diagnosed childhood mental condition. Most primary schools will have several children already diagnosed with the condition.
Contrary to earlier belief, ADHD is also now recognised as a condition affecting many adults. Many well known sports people have been diagnosed with the adult form of ADHD including the Rugby League's famous bad boy Willie Mason.
There are plenty of support groups available throughout New Zealand. Parents should educate themselve about ADHD (this website is a good start!) and know their legal rights when dealing with schools and health care groups. Also maintain a close relationship with the child's teacher and school. For more on what to do after a child is diagnosed with ADHD, Click here.

ADHD and Assistive Technology

Written by: Elizabeth Stannard Gromisch • Edited by: SForsyth
Published Jun 14, 2010 • Related Guides: Assistive Technology | ADHD | Adhd Students

The behavioral and attention symptoms of ADHD can affect school performance. Learn about assistive technology for ADHD and how they are used in the classroom.

ADHD Symptoms and School

Attention deficit hyperactivity disorder (ADHD) affects 9.5 percent of school-aged boys and 5.9 percent of school-aged girls, according to the Centers for Disease Control and Prevention (CDC). ADHD can result in behavioral and cognitive problems. For example, children with predominantly inattentive ADHD or combined hyperactive-impulsive and inattentive ADHD can have problems sustaining attention, make careless mistakes, and have trouble finishing work. Children with predominantly hyperactive-impulsive ADHD or combined hyperactive-impulsive and inattentive ADHD can have problems staying still and waiting their turn. Because the symptoms of ADHD can affect a child's performance in school, using assistive technology for ADHD can help immensely.

Assistive Technology for ADHD

Many of the assistive technologies for ADHD target specific symptoms of ADHD. For example, the Minnesota Adult Basic Education Disabilities notes that patients who have problems with time management can use the invisible clock, a device that is worn on the belt. The invisible clock can be set for a specific time, such as 10 minutes to work on an assignment. When those 10 minutes are up, the invisible clock vibrates or beeps.

M.S. Assistive Technology

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Marshall Raskind, PhD, and Kristin Stanberry, authors of the ADDitudeMag.com article “The Best Software and Gadgets for ADHD Students,” list several types of technological tools that can help ADHD patients in school. For example, in mathematics, children can use electronic math worksheet software or a talking calculator, which provide immediate feedback. Assistive technology for ADHD can also help with reading and writing, which include portable word processors, audio books and speech recognition programs.

Utilizing Assistive Technology in the Classroom

Many of the assistive technology options for ADHD can be used in the classroom. For example, the teacher can set the invisible clock for each class period, then give the child breaks, which can help with both the behavioral and attention symptoms. If a student is having problems with a certain subject, such as reading, the teacher can give the student as assistive technology to help them. For example, the child may work with a voice recognition program, which shows the child his words on the screen.

Some of the ADHD assistive technologies can be used as a reward for students. The US Department of Education has a game designed for ADHD children called the “FFFBI Academy” or “Fin, Fur, and Feather Bureau of Investigation.” The seven different mini games that are available on the FFFBI Academy's website target certain ADHD symptoms through interactive learning. For example, the fourth “mission”--“Monitor Lizard”--works on short-term memory, attention to certain cues and ignoring distractions. As part of the day's lesson, the student can play 10 to 15 minutes of the game if he completes all of his tasks for that class, such as finishing an assignment.

References

Minnesota Adult Basic Education Disabilities: Assistive Technology for ADD/ADHD

http://www.mnabedisabilities.org/guide/assistive-technology/assistive-technology-addadhd

ADDitudeMag.org: The Best Software and Gadgets for ADHD Students

http://www.additudemag.com/adhd/article/print/6585.html

CDC: ADHD Data and Statistics

http://www.cdc.gov/ncbddd/adhd/data.html

Resources

US Department of Education: FFFBI Academy

http://www.fffbi.com/info/academy.html

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A Checklist for Assistive Technology

Written by: heatherschulte • Edited by: Elizabeth Stannard Gromisch
Published Jun 30, 2010 • Related Guides: Assistive Technology | Disabilities

Assistive technology helps those with disabilities in daily activities. The most common reason for not using it is lack of information about what is available. This assistive technology checklist will help you find what is available and how it may benefit you, or someone you love.

Assistive technology is any product, device, or equipment that maintains, or improves functional capabilities of a person with a disability. Assistive technology can include anything from a pencil grip to help a student write more accurately, to a speech synthesizer to help those who have difficulty reading. The first step to finding technologies for the disabled is to identify the area where assistance is needed. A person who has difficulty speaking, for instance, may benefit from a communication device to express themselves. The assistive technology checklist below is organized by functional capabilities for this reason.

Assistive Learning Technology in the Classroom

click to enlarge

For those that have difficulty listening, remembering, or processing spoken words, such as a lecture in the classroom there are a variety of listening devices available.

• Tape Recorders -Tape recorders help by allowing the recorded audio to be played back at a later time and repeatedly if necessary.
• FM Listening Systems - The speaker wears a microphone and the listener wears a headset. This helps students with mild or moderate hearing loss to better understand lectures.

Assistive technology for math includes devices to help with aligning, calculating, or copying problems into columns.

M.S. Assistive Technology

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Learn from the Experts CA State University Northridge

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• Electronic Math Worksheets - For students that have difficulty copying down math problems with a pencil and paper, or aligning these problems on the page, the MathPad can be used. MathPad, by Intellitools, requires a teacher or para-educator to enter the problem into the tool.
• Talking Calculators - Each time a number or an operand is pressed on a talking calculator, a built in speech synthesizer lets the user know what was pressed. This helps users to verify that they have selected the correct buttons. Talking calculators are very affordable and many offer adjustable volume, clock, and alarm features as well.

Technology can help in the area of organization by enabling users to track their schedule, due dates, deadlines, manage the days events, or remember important tasks.

For those who struggle with reading, assistive technology helps present the written word in a different format. The most commonly used devices are those that synthesize written text into the spoken word.

• Optical Character Recognition - For those that cannot read the written word, optical character recognition is a computer aided scanning device that reads written characters. It is often combined with a speech synthesizer, and reads the word aloud through computer generated speech. Scanning the page of a text generates computer synthesized speech allowing the user to hear almost any text in audio format.
• Other Alternative Text Formats - Audio books and books available in brail are an example of alternative forms of text. These technologies can be useful by allowing those that cannot identify written text to read and learn in another format.

For those who have difficulty writing, assitive technology can help by eliminating the need to write through speech recognition. It can also help by improving writing through spelling or grammar checks, or word prediction. This type of technology is used regularly by those without disabilities.

Assistive learning technologies can help people succeed in the classroom by assisting and improving their capabilities in their areas of weakness. If one of the above areas is holding someone back, one of these devices may help them succeed.

Funding for Assistive Technology Used at School

The above checklist of assitive technology devices may help identify educational devices that can be of assistance in the classroom. If these devices are determined necessary for a child to learn they will be placed in the Individualized Education Plan, or IEP. These AT devices will be paid for by the school. The school retains ownership of the device and when the child leaves the school, they must return the device. If the child’s IEP specifies that the device is needed at home to ensure appropriate education, the device may be transported home from school.

Technologies for the Disabled at Home

In addition to the technology listed above for school, remotes and electronic control devices may help people with disabilities to operate televisions, radios, cassette recorders, and other electronics more independently at home. Audio prompting devices may help to remind them to complete a task from start to finish. Examples of these tasks include, making the bed, brushing teeth, staying on task with school work, or managing time. Funding for these devices at home may be available through an assistive technology grant.

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A Guide to Assistive Technology

Any tools or devices that help people with disabilities function independently can be called assistive technology. Since personal computers are such integral tools in daily life, though, assistive technology commonly refers to computer hardware and software that provides accessibility. This specialized technology gives easier access and more independence to individuals who may otherwise have great difficulties in using a computer.
Assistive technology can include alternative keyboards to make typing less fatiguing, easier, and faster. Keyboards can also be modified to make them easier to see and understand. The traditional computer mouse can be replaced with a trackball, foot mouse, or other input devices. Different software programs, too, can assist people with sensory impairments and those with learning disabilities perform activities related to work and play. Learn more with our informative guide!

LATEST ARTICLES ON ASSISTIVE TECHNOLOGY

Read more: http://www.brighthub.com/education/special/articles/76087.aspx#ixzz1XilnDAse
Read more: http://www.brighthub.com/education/special/articles/74108.aspx#ixzz1Xild7BET

How long has ADHD existed? ADHD has been known by many names over the last century: Hyperactive Impulse Disorder. Hyperactive Child Syndrome. Developmental Hyperactivity. Hyper-kinetic Syndrome. Minimal Brain Dysfunction. Minimal Brain Damage Syndrome. Moral Control Deficit. Organic Drivenness (1930!). There is, however, considerable evidence to suggest that ADHD is not a recent phenomenon. 2500 years ago, the great physician-scientist, Hippocrates described a condition that seems to be compatible with what we now know as ADHD. He described patients who had.... "quickened responses to sensory experience, but also less tenaciousness because the soul moves on quickly to the next impression". Hippocrates attributed this condition to an"overbalance of fire over water". His remedy for this "overbalance" was"barley rather than wheat bread, fish rather than meat, water drinks, and many natural and diverse physical activities". From Hippocrates: Aphorisms. In The Genuine Works of Hippocrates(Translated from greek by Fancis Adams).

Data & Statistics 

In the United States

• The American Psychiatric Association states in the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) that 3%-7% of school-aged children have ADHD. 1  However, studies have estimated higher rates in community samples.
  
• Recent data from surveys of parents indicate that: 
  [Read article]
  
  
  •  Approximately 9.5% or 5.4 million children 4-17 years of age have ever been diagnosed with ADHD, as of 2007.
    
  • The percentage of children with a parent-reported ADHD diagnosis increased by 22% between 2003 and 2007. 
    
  • Rates of ADHD diagnosis increased an average of 3% per year from 1997 to 2006 [Read article ] and an average of 5.5% per year from 2003 to 2007. 
    
  • Boys (13.2%) were more likely than girls (5.6%) to have ever been diagnosed with ADHD. 
    
  • Rates of ADHD diagnosis increased at a greater rate among older teens as compared to younger children. 
    
  • The highest rates of parent-reported ADHD diagnosis were noted among children covered by Medicaid and multiracial children. 
    
  • Prevalence of parent-reported ADHD diagnosis varied substantially by state, from a low of 5.6% in Nevada to a high of 15.6% in North Carolina.

State-based Prevalence Data of ADHD Diagnosis (2007-2008)

Medication Treatment

[Read article]

• As of 2007, 2.7 million youth ages 4-17 years (66.3% of those with a current diagnosis) were receiving medication treatment for the disorder. [Read article] 
  
• Rates of medication treatment for ADHD varied by age and sex; children aged 11-17 years of age were more likely than those 4-10 years of age to take medication, and boys are 2.8 times more likely to take medication than girls [Read article]
  

• In 2003, geographic variability in prevalence of medication treatment ranged from a low of 2.1% in California to a high of 6.5% in Arkansas. [Read article]

State-based Prevalence Data of ADHD Medication Treatment (2003)

Diagnosed Attention Deficit Hyperactivity Disorder and Learning Disability: United States, 2004-2006 

[Read article ]

• About 5% of children had ADHD without Learning Disability (LD), 5% had LD without ADHD, and 4% had both conditions.
• Children 12-17 years of age were more likely than children 6-11 years of age to have each of the diagnoses.
• Hispanic children were less likely than non-Hispanic white and non-Hispanic black children to have ADHD (with and without LD).
• Children with Medicaid were more likely than uninsured children or privately insured children to have each of the diagnoses.
• Children with each of the diagnoses were more likely than children with neither ADHD nor LD to have other chronic health conditions.
• Children with ADHD (with and without LD) were more likely than children without ADHD to have contact with a mental health professional, use prescription medication, and have frequent health care visits.

Peer Relationships

[Read article]

• Parents of children with a history of ADHD report almost 3 times as many peer problems as those without a history of ADHD (21.1% vs. 7.3%).
• Parents report that children with a history of ADHD are almost 10 times as likely to have difficulties that interfere with friendships (20.6% vs. 2.0%).

Injury

• A higher percentage of parents of children with attention-deficit/hyperactivity disorder reported non-fatal injuries (4.5% vs. 2.5% for healthy children). [Read article]
• Children with ADHD, compared to children without ADHD, were more likely to have major injuries (59% vs. 49%), hospital inpatient (26% vs. 18%), hospital outpatient (41% vs. 33%), or emergency department admission (81% vs. 74%). [Read article]
• Data from international samples suggest that young people with high levels of attentional difficulties are at greater risk of involvement in a motor vehicle crash, drinking and driving, and traffic violations. [Read article]

Economic Cost

• Using a prevalence rate of 5%, the annual societal ‘‘cost of illness’’ for ADHD is estimated to be between $36 and $52 billion, in 2005 dollars.  It is estimated to be between $12,005 and $17,458 annually per individual.  [Read article]
• There were an estimated 7 million ambulatory care visits for ADHD in 2006. [Read article ]
• The total excess cost of ADHD in the US in 2000 was $31.6 billion.  Of this total, $1.6 billion was for the treatment of patients, $12.1 billion was for all other health care costs of persons with ADHD, $14.2 billion was for all other health care costs of family members with ADHD, and $3.7 billion was for the work loss cost of adults with ADHD and adult family members of persons with ADHD. [Read article]
• ADHD creates a significant financial burden regarding the cost of medical care and work loss for patients and family members. The annual average direct cost for each per ADHD patient was $1,574, compared to $541 among matched controls. The annual average payment (direct plus indirect cost) per family member was $2,728 for non-ADHD family members of ADHD patients versus $1,440 for family members of matched controls. [Read article]
• Across 10 countries, it was projected that ADHD was associated with 143.8 million lost days of productivity each year.  Most of this loss can be attributed to ADHD and not co-occurring conditions. [Read article]
• Workers with ADHD were more likely to have at least one sick day in the past month compared to workers without ADHD.  [Read article]

ADHD Sudents: A Guide for Parents & Educators

Working with ADHD students can present daily challenges. From the inattention to the hyperactivity, there are a lot of behavior problems that both parents and teachers need to know how to handle in the appropriate way. In this guide on ADHD you can learn successful strategies and techniques that can be used with these students. There are also organization techniques that can be useful for teachers in the classroom. Maybe you need to learn how to increase their attention time during class, or the appropriate way to set up your classroom. There are many great and useful articles in this guide that will help you work with ADHD in both the classroom and at home

Classroom Arrangement for ADHD Students

Written by: Mayflor Markusic • Edited by: Elizabeth Stannard Gromisch
Updated Feb 27, 2011 • Related Guides: ADHD | Adhd Students

Is this your first time as a teacher to accommodate ADHD-diagnosed students into your mainstream classroom? To meet the needs of the special students, there are some features of classroom arrangement that must be remembered.

Arranging Your Classroom for ADHD Students

A mainstream class with students that do not suffer from any medical disorder, such as ADHD, provides the teacher a greater flexibility in classroom arrangement. In fact, to develop all Gardner–described intelligences, the classroom may have activity tables (called work stations) where groups of students meet, discuss, and work cooperatively to complete a task at hand. However, if there are ADHD-diagnosed students included in the mainstream class, having work stations is not a recommended feature of the classroom. The teacher will have to carry out adjustments in classroom layout and arrangement to ensure that the special needs of ADHD-diagnosed students are met. The general rule is to reduce distractions that will steal the attention of the special students. Here are some pointers to remember.

• Post clear rules, including the consequences and rewards – All students, special or not, will benefit from a constant reminder of the rules of the classroom. Such rules should be clearly stated and posted visibly. Needless to say, the consequences and rewards that come with the rules should be logical.

• Keep the ADHD students in close proximity of the teacher – The desks of ADHD-diagnosed students should be situated near the teacher. This will make the monitoring of students easier. The proximity will also provide the teachers numerous opportunities to encourage the ADHD-diagnosed students.Refrain from placing ADHD students in assigned seats near each other. It is more beneficial to have a well-focused, intelligent, and quiet student to be near the ADHD student.

• Stick to the row seating – It might be more interesting to have creative seating layouts or arrangements but this will most likely distract the ADHD-diagnosed students. Thus, the teacher should maintain the traditional row seating classroom arrangement. With such an arrangement, the special students in front will not be disturbed by the rest of the students.

• Keep the special students away from windows and hallways – Numerous distractions come in from the window. The ADHD-diagnosed students will look at the moving clouds and will forget the task at hand. Of course, a special student might be more easily distracted by noises rather than visual stimuli, so keep in mind this distraction when seating your students . Thus, the special students should also be placed away from the hallway and the door.

The classroom arrangement in mainstream classes that included one or more ADHD students is slightly different from ordinary classrooms. Yet the difference is not too radical to interfere with the academic performance of the regular students. The special arrangements suggested in this article are meant to help the special students cope with their ADHD.

What is ADHD?

ADHD (attention deficit hyperactivity disorder) is an ongoing behavior disorder typically diagnosed at age five or six, although the symptoms have usually been observed much earlier than this age. The three key symptoms are hyperactivity, impulsivity, and inattention. These symptoms typically interfere with the child's functioning in social and academic settings. The diagnostic criteria were outlined in 1994 in the Diagnostic and Statistical Manual of Mental Health (DSM-IV; American Psychiatric Association). To meet the diagnostic criteria, these symptoms, exemplified below, must have been present for at least six months.

What is ADHD?

ADHD (attention deficit hyperactivity disorder) is an ongoing behavior disorder typically diagnosed at age five or six, although the symptoms have usually been observed much earlier than this age. The three key symptoms are hyperactivity, impulsivity, and inattention. These symptoms typically interfere with the child's functioning in social and academic settings. The diagnostic criteria were outlined in 1994 in the Diagnostic and Statistical Manual of Mental Health (DSM-IV; American Psychiatric Association). To meet the diagnostic criteria, these symptoms, exemplified below, must have been present for at least six months.

What is ADHD?

ADHD (attention deficit hyperactivity disorder) is an ongoing behavior disorder typically diagnosed at age five or six, although the symptoms have usually been observed much earlier than this age. The three key symptoms are hyperactivity, impulsivity, and inattention. These symptoms typically interfere with the child's functioning in social and academic settings. The diagnostic criteria were outlined in 1994 in the Diagnostic and Statistical Manual of Mental Health (DSM-IV; American Psychiatric Association). To meet the diagnostic criteria, these symptoms, exemplified below, must have been present for at least six months.

What is ADHD?

ADHD (attention deficit hyperactivity disorder) is an ongoing behavior disorder typically diagnosed at age five or six, although the symptoms have usually been observed much earlier than this age. The three key symptoms are hyperactivity, impulsivity, and inattention. These symptoms typically interfere with the child's functioning in social and academic settings. The diagnostic criteria were outlined in 1994 in the Diagnostic and Statistical Manual of Mental Health (DSM-IV; American Psychiatric Association). To meet the diagnostic criteria, these symptoms, exemplified below, must have been present for at least six months.