Date
27 September 2021

Support thinking

Suggestion for implementing the strategy ‘​Support self-regulation and positive behaviour ’

On this page:

On this page:

Current page section: Support thinking

Go to top of current page: Support thinking

Show list of page sections

Options for student expression

Options for student expression

Provide a range of ways for students to express what they know.

  • Give students a range of ways to communicate their ideas and complete their work. Encourage them to work on computers.
  • Allow students to choose how to communicate about a topic. Give students with ADHD fewer written tasks and opportunities to present their ideas visually or orally.
  • Provide options for exams – use digital rather than hand-written text or access a supervised reader. If your student also has dyslexia, organise an early assessment for reader/writer support or specialised software for reading/writing.

Schedule regular breaks

Schedule regular breaks

Ensure children and young people can eat and drink whenever they need to.

Encourage a snack break whenever a child seems to be getting tired.

Using organisational tools

Using organisational tools

Familiarise students with a range of mind mapping tools and graphic organisers.

Model using them to organise and connect ideas, map concepts, and break tasks into smaller parts.

11321 [IMG-3887.jpg]

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

Source:
Ministry of Education | Te Tāhuhu o te Mātauranga

Suggestions for presenting content

Suggestions for presenting content

Suggestions for presenting curriculum content in different ways.

  • Provide hands-on learning activities or activities that involve movement, drama and interaction.
  • Teach in 10-minute blocks. Many students with ADHD need support with working memory and recall (by holding facts in their heads briefly and manipulating, sequencing, organising, and recording factual information).
  • Order or sequence information simply and clearly.
  • Make use of digital technologies. These provide students with interactive resources, and the ability to pace and control their learning.
  • Use a wide range of visual learning materials, such as video clips, posters, diagrams and so on.
  • Establish peer tutoring. This provides many instructional variables that help students with ADHD to succeed, including frequent and immediate feedback.

Next steps

More suggestions for implementing the strategy “​Support self-regulation and positive behaviour ”:

Return to the guide “ADHD and learning”

Top