Facebook

20 hours ago

ADHD Wise UK

Teens with ADHD.

Currently planning a webinar for #ADHD teenagers and their families.
We have two 17 year olds who despite their challenges, are doing well (both A-level students). They will be presenting this with us - because teens need to hear from other teens!

What topics or questions would you or your child like us to cover?

*edit if you can, please ask your teen what they would like us to cover.
... See MoreSee Less

View on Facebook

3 days ago

ADHD Wise UK

Procrastination
Time blindness
Overwhelm
Interest based nervous system.
Imposter syndrome
Perfectionism
Variable attention
#ADHD
... See MoreSee Less

View on Facebook

4 days ago

ADHD Wise UK

A year ago for her prom.
My Becca taking a moment to raise awareness for the #umbrellaproject run by ADHD Foundation. #Neurodiversity is something to celebrate. 🥰☂️
‘Discovering that I have #ADHD meant I began to work out how to make my life better!’
... See MoreSee Less

View on Facebook

1 week ago

ADHD Wise UK

#ADHD #Coaching varies enormously.
Here is a snippet of a between sessions catch up with one of adult clients.

Very relatable wouldn’t you say?
But then they went on to have a very productive day.

It is so hard to get out in front and then stay there. Left unchecked, people with ADHD can spend their lives trying to put out fires or running away from their own chaos.

That’s surviving.
What we’re aiming for thriving.
It’s not easy, but it’s possible.
... See MoreSee Less

View on Facebook

2 weeks ago

ADHD Wise UK

Dear school SENDCo.

Although my daughter is no longer at your school and is now studying for her A-levels at home, I wonder if I could trouble you to answer the following questions.

How was it that her work pace was never flagged as a concern?
Why was the fact that her hands hurt through hyper-mobility never brought to my attention?
Is there a reason why her time blindness went unnoticed and unsupported?
Can it really be that no one noticed how distracted she is or how hard she finds it to organise herself?

I look forward to you response.

Best wishes
Mum to a bright child with ADHD.

~~~~~~~~~~~~~~~~~~~~~~~~~~

Oh wait. I forgot.

😬I’m pathologising my child.
😬We shouldn’t go looking for ADHD any more than we should go looking for cancer.
😬Her difficulties are all just down to her periods.
😬She can’t have ADHD because she has never bitten anyone.
😬You understand ADHD better than I do as you have a family member with it.
😬She doesn’t need any support because she’s bright.

~~~~~~~~~~~~~~~~~~~~~~~~~~~

I hate that you’re still in post but I’m glad my daughter is nowhere near you.

^^^edit. I am a SEND Specialist Teacher as well as a mum to 3 neurodiverse children. I’m a teacher trainer too. As such, I know many SENDCos / SENCos who are amazing. It’s just my daughter was not fortunate to have one of them.
... See MoreSee Less

View on Facebook
Follow Us

ADHD Wise

Classroom tips…

  • Sit the child in a position of least distraction and where they have a clear visual line to you, this will encourage them to ask for help or use a “secret nod” when they need help. It is very important that any seating changes are NOT directed at the child to ensure they do not feel that they are being punished or that unnecessary attention is being drawn to them.
  • A fidgeting ADHD child is a listening child; the focus needed to remain still, sitting upright, making direct eye contact will overload their brains – and what storage their working memory had is now spilling over trying to be still, look at me, put that pen/ruler down.  It is always better to find a non-disruptive way for the child to receive input, e.g.  pushing hands together (tightly),  giving the child a job (clean off the board if they would) with “please & thank you” or get them to hand out/collect text books.
  • If the child has a tangle or other fidget toy encourage the use of this to help them learn to regulate, if not often a ball of blu tack works just as well.
  • Provide students with ADHD with private, discrete cues to stay on task and advance warning that they will be called upon shortly.
  • Avoid bringing attention to differences between ADHD students and their classmates.
  • At all times avoid the use of sarcasm and criticism.
  • Use a variety of audio-visual materials to present academic lessons.
  • Probe for the correct answer after allowing a child sufficient time to work out the answer to a question and ask follow up questions that give the child an opportunity to demonstrate what he/she knows.
  • Remind students that they should check their calculations in maths problems and reiterate how they can do that
  • After giving directions to the class as a whole, provide additional oral directions for a child with ADHD.
  • Provide follow-up directions in writing. For example, write the page number for an assignment on the board and remind the child to look at the board if he or she forgets the assignment.
  • Break down assignments into smaller, less complex tasks. For example, allow students to complete five maths problems before presenting them with the remaining five problems.
  • Highlight keywords in the instructions of worksheets to help the child. Additionally,  provide the child with a print out of the work being read and allow them to highlight as you go
  • Allow students with ADHD more time to complete quizzes and tests in order to eliminate “test anxiety” and provide them with other opportunities, methods, or test formats to allow them to demonstrate their knowledge.
  • Use strategies such as Think-Pair-Share – teachers ask students to think about a topic, pair with a partner to discuss it and share ideas with the group. (Try to be aware of any external social issues between the children and pair accordingly)
  • ADHD children, in particular, can benefit from the use of ICT technology, which makes instruction more visual and allows students to participate actively.
  • Give advance warning that the lesson is soon to end, and instruct students of what is on the menu for the next lesson.  Try to check the child’s work at regular points to ensure they are not falling behind.  If any key areas are missing, incorporating a recap into the next lesson may be beneficial and give the child a discreet way of catching up.  Also, provide a print out of any missing chunks.
  • Ensure Instructions are clear; try to maintain a structured routine.  Come in, hang coats, get equipment, be seated -a visual timer and or map for this is also useful.
  • Assign the pupil a Mentor or TA – Allow the pupil to meet with this mentor on a regular basis (e.g. Monday morning) to plan and organise for the week and to review progress and problems from the past week.
  • Homework – letters and notes home should be, where possible, followed up with a duplicate in an email to the parent/carers.
  • Colour code lesson textbooks with the planned timetable. It is often easier and quicker to associate and match colours than it is to read a planner then read the front of every book in the bag (children with ADHD are often found with a week’s worth of books in their school bag or none at all)
  • Charts, lists, pie graphs and diagrams should be situated throughout the classroom to remind students of the subject material being learned.
  • Teach a child how to adapt instructional worksheets. For example, help a child fold his or her reading worksheet to reveal only one question at a time.
  • Clear away unnecessary books or other materials from their desk before beginning work.
ADD COMMENT