Summary of the Guidance Department of the IES Ramón Cid, based on:
- ADHD: PRACTICAL GUIDE FOR SECONDARY SCHOOL TEACHERS , by Javier Oviedo García
- PRACTICAL GUIDE TO THE BALEAR GOVERNMENT
[Link]
WHAT IS ADHD - Attention Deficit Hyperactivity Disorder? Behavioral syndrome with neurobiological
bases and a strong genetic component. It affects 5-10% of the child-youth population, 3 times more in boys. It is
characterized by moderate to severe distraction, short attention spans, motor restlessness, emotional instability
and impulsive behavior. High response to treatment. In 60-75% of cases, symptoms continue into adulthood. It is
often confused with children who are simply unruly.
GENERAL GUIDELINES FOR WORKING WITH A STUDENT WITH ADHD
1. Keep in mind that the student with ADHD has a brain dysfunction (neurobiological basis): If he talks
too much, is impulsive, forgets work, material... it is due to ADHD, he does not do it in bad faith.
2. Look for and highlight success: They live with so many failures that they need a positive push to their self-
esteem.
3. They are children who need structure: “reminders”, structured forecasts and activity calendars...
4. A points bonus system increases your participation, with them punishment has little effect.
5. Ask the child how you can help: These children are often very intuitive.
6. Meet with parents often: Avoid meeting only in times of trouble.
7. In general, students with ADHD do not require significant curricular adaptations. They require non-
significant adaptations in the teaching/learning method, focused on methodological and evaluation
aspects.
ASPECTS FOR DAILY WORK IN THE CLASSROOM
1. Seat the young person with ADHD close to the teacher and away from windows and doors: This will
help to keep him away from distracting stimuli. Place companions at his side who are attentive and orderly
models.
2. Emphasize preparation prior to the start of class: It will help you focus.
3. Express yourself clearly and decisively .
4. Control your work material: Make sure you do not have more material on the table than necessary .
5. Be flexible with hyperactivity : You have a hard time controlling your behavior, you get up, move, talk...
6. Be unconventional, be eye-catching: The child with ADHD loves innovations, he hates being bored.
7. Always be on the lookout for moments of brilliance: These children are more talented than they seem. They
are full of creativity, spontaneity and good humor. They are generous and appreciate help.
GUIDELINES FOR HOMEWORK AND ASSIGNMENTS WITH THESE STUDENTS
1. Encourage the student to use the agenda: Make sure that he/she writes down dates, homework and
assignments …
2. Break down long activities into several short activities.
3. Look for quality of tasks rather than quantity: Reduce the volume of homework, since they require
more time and supervision than their peers.
4. Be flexible with deadlines: They lose work, they forget it… and they don’t do it on purpose.
5. Value daily work and effort : It is much more difficult for them than for others to do homework and
assignments.
6. Make sure you keep in touch with your colleagues: Keep the telephone numbers of two or more suitable
colleagues written down so you can consult them.
GUIDELINES FOR EXAMS AND EVALUATION TESTS
Just as it cannot be expected that a teenager with hearing impairment be evaluated like his peers in Music,
students with ADHD have difficulties in taking exams and it would not be fair to evaluate them in the same way
as everyone else .
1. It is preferable to perform short and frequent examinations .
2. Combine oral and written assessments , if necessary . Discuss with the student.
3. Divide exams into at least two sessions: They have difficulty maintaining concentration for long periods
(The maximum time of sustained attention usually does not last more than half an hour).
4. Use short and simple questions, and reduce the number of questions per sheet.
5. Highlight the key words in the statement.
6. Help him/her keep track of his/her time : During the exam, tell him/her to keep track of his/her time and
review what he/she has done.
Summary of the Guidance Department of the IES Ramón Cid, based on:
- ADHD: PRACTICAL GUIDE FOR SECONDARY SCHOOL TEACHERS , by Javier Oviedo García
- PRACTICAL GUIDE TO THE BALEAR GOVERNMENT
[Link]
7. Provide individual support: “Read again,” “Stop and think,” “I’m sure you know,” “Finish the
question,” “Be careful, you forgot to answer this question!”
8. Check that the student understands the questions .
9. If he or she cannot focus on the test, help him or her to redirect his or her attention .
10. Don't over-evaluate the exam: Take into account other factors such as attendance, effort, submission of
work, interest, etc. Taking exams is not your “strong point.”
TIPS ON WHAT NOT TO DO
1. Do not focus on the negative aspects of his behavior or prejudge him by calling him lazy. Do not interpret his
lack of interest as deliberate, conscious or voluntary.
4. Don't underestimate him, he performs below his potential. 5. Don't give him long and boring tasks.
6. Don't think that the child is the whole problem. The school is also part of the problem.
