How can you modify your curriculum to support students with ADHD?

Break down lessons and tasks into smaller, more manageable chunks with frequent breaks. This strategy, known as "chunking and pacing," is highly effective for students with ADHD. How it works: >Divide large assignments or chapters into smaller sections. > Intersperse instruction with brief breaks for movement or refocusing. > Spread out chunks over time to avoid overwhelming students. I dealt with an ADHD kid last year. So,instead of assigning a whole chapter, I divided it into sections and assigned a few sections per day with short activities in between. This strategy not only reduces cognitive load but also improves focus, increases engagement and enhances understanding.

Provide transcripts along with recorded materials and side decks. I found this to be quite helpful, especially in cases where English was not the instructor's first language.

Implementing and choosing age appropriate and development stages, gadgets such as fidget objects, spinners, stress balls during lessons. Gadgets can provide a physical outlet for excess energy, helping students with ADHD to focus better. Rules must be established on when and how these tools can be used to ensure they enhance rather than disrupt the learning environment. Also integrate tactile age appropiate manipulatives. For example, students can use building blocks, textured surfaces works for adults and children. Consider manipulative puzzles to engage their sense of touch while learning. This hands-on approach can help maintain focus and provide an outlet for the need to move. Again depending on age and development.

ADHD students work best if the students have lessons and assignments broken into manageable segments. Students will work best if there is a consistent learning environment with as little change in routine as possible. Encouraging students to work for 10-15 minutes with a 2-3 minute break at the end works well. Students work best if they can have physical movement during learning or hands on learning. Students with ADHD should have increased opportunities for physical movement whenever possible.

According to my experience, breaking the structure into small tasks would help the students with ADHD be successful in life. We can use aids, tests after each lesson to see the progress of students

Let's stop looking at things in silos! There is evidence to show that there is co morbidity, therefore someone diagnosed with ADHD will have a high probability of having traits associated with other conditions. Therefore, the curriculum needs to be inclusive for all. Some learners may not have had a diagnosis or have not satisfied the diagnostic criteria, but still find it challenging to partake in a session that is delivered via one teaching method for a long period of time. Variety of learning materials and methods supports all learners and makes sessions interesting for learners and facilitators.

Short and engaging tasks are key for teaching students with ADHD. By making activities/tasks shorter or time limited yet effective, more interesting, these students can focus better and understand more than they would on a longer task, as they are easily distracted. By using this approach, it shows that it's not about how long a lesson is, but how engaging and how well it's taught.

Es importante recordar que un estudiante con TDAH entra en la categoría NEE por lo tanto, como docente responsable es necesario considerar las modificaciones adecuadas. Las adecuaciones pueden ir desde el día a día en la rutina escolar, hasta una meta a largo plazo por cumplir, en mi experiencia lo primero que te aconsejo a realizar: 1.Get to know your student: recuerda que al final del día, ese estudiante es alguien en potencia, con aspiraciones personales y personalidad única 2.The little tasks makes the difference: utiliza esa capacidad del estudiante a tu favor, dale la oportunidad que sea el "class assistant" 3.Propicia un ambiente seguro, recuerda que la inteligencia emocional es prioridad para que exista motivación y aprendizaje

Make sure to check if your student has an IEP or 504! These supports often have guidelines from the school team with recommendations on how to best support your students in an academic setting. If they don’t have either, you can collaborate with your school psychologist or speech-language psychologist for more ideas.

In my experience as a novice providing support to students in an already busy classroom, building rapport is essential. Making a conscious effort to stay with the student and letting them know that I am available to assist foster a sense of dependability and discourage feelings of desertion.