Novelty, novelty, and more novelty. Children with ADHD will not stay on task with repetitive activities. Their worst nightmare, (and teacher's in the long run) is worksheets. Unless it's reinforcing a new concept, they should be eliminated. Individual projects, work centers, an art project, research on the computer, all can reinforce learning areas in a way that will benefit all children. When given the opportunity, these children can come up with some powerful, creative, resourceful projects.

Close communication between home and school. Neither teacher nor parent can afford to let little problems that repeat themselves go unresolved. Little problems have a way of growing into gigantic problems that can damage relationships. Both parties must shoulder the responsibility of keeping the other informed.

Any list of rules for the child with ADHD should be simple and short. Pick your battles carefully. If a child is faced with too many rules, you're likely to get noncompliance to most of them. The child simply can't focus on all of them at the same time. It's amazing the progress that can be made if the focus is on small steps rather than giant leaps with these children. It's critical to keep in mind that the typical child with ADHD is about 30% behind his peers in emotional and social maturity. Because so many of these children are very bright, it's easy to forget their limitations.

Always be sure to have eye contact with this child before giving specific instructions. Some children can't handle close eye contact, and in this case a predetermined signal between student and teacher can be enough to focus attention.

Children with ADHD respond well to positive interventions and discipline strategies rather than punitive interventions. Since punishment only heightens an already over-stimulated brain, it's self-defeating in the long run.

If a child has an IEP and is receiving special ed services, the IEP document is now required to address what extra services and supports you, as the teacher, need in order to be successful with that child. That requirement is a result of the 1997 IDEA Amendments, which is the reauthorization of the Individuals with Disabilities Education Act. You should not hesitate to take part as a member of the IEP team and let them know if there is an area of concern, and how they can help you address those needs or concerns. You should also be able to rely on all team members, particularly your team administration member LEA for support and guidance when you need it. A good IEP will have those details listed in writing, so you'll know who in special ed is directly responsible to assist you.

next: ADHD and Dyslexia