| A day in school requires sustained attention, sitting | | | | "Chunking" homework helps break the homework into |
| quietly and refined social skills - all of which | | | | smaller, more manageable pieces. A 20problem math |
| ADHD children tend to have great difficult mastering. | | | | assignment, for instance, can be broken into four |
| With a teamwork approach to education,solid | | | | chunks of five problems each,with a small break given |
| communication and a few tried and try tips, the | | | | between chunks. |
| education process does not need to be anexercise in | | | | Rewards/Consequences: The ADHD child needs all |
| frustration for the student, parent or teacher. | | | | the rewards they can get, along with firmand |
| To help ease the strains of ADHD and the school | | | | consistent consequences. Modest rewards like a treat, |
| setting, try these back-to-school tips toencourage a | | | | special priveledge, earning |
| successful school year. | | | | Gameboy play time or the right to choose a favorite |
| Communicate Early and Often with the Teacher: | | | | dinner can motivate the child to worktoward the goal |
| Teachers need to know early of any issues thatmight | | | | of completing his homework. Remember to offer |
| create an education obstacle and ADHD most | | | | intangible rewards like smilesand praise when your child |
| certainly falls into that category. Ideally,parents should | | | | puts the effort into completing his homework. A "way |
| meet with the child's teacher early in the school year | | | | to go" goes along way in positive reinforcement for |
| to develop an early line ofcommunication, head off | | | | Attention Deficit Disorder children. |
| potential problems and allow a proactive approach | | | | Effectiveconsequences for not completing homework |
| with the child'seducation. In addition to communicating | | | | are losing phone, computer, stereo and |
| information to the teacher, seasoned teachers | | | | televisionprivileges for the evening. |
| canoften provide information that will help parents. | | | | Remain Calm: Once you start yelling, the child has won |
| The time-constricted parent/teacher conferences, | | | | the homeowrk power struggle. Remaincalm and firm |
| typically held after the first grading period,may not | | | | yet consistent with consequences. It may take a |
| provide enough time to discuss the particular strengths | | | | couple "consequence" daysbefore the child to realize |
| and weaknesses of child. | | | | completing homework is better than not doing |
| Additionally, your child might already be marked as a | | | | homework. |
| troublemaker or a slacker by that time. | | | | Focus on Effort Instead of Grades: Don't get hung up |
| Undoing that label may not be as easy after one | | | | on the traditional grading scale. Your |
| fourth of the school year already gone. | | | | ADHD child may not be able to receive "A"s on every |
| Understand Today's Classroom: In any given | | | | homework and school assignment. Domake sure to |
| classroom, teachers likely have a couple | | | | give your ADHD child an "A" for effort. The goal is to |
| ADHDstudents, a few more with unique emotional | | | | develop a solid homeworkhabit. With a homework |
| obstacles or educational special needs and thenabout | | | | habit established, better grades will follow. |
| 20 other "average" students. As parents, we know the | | | | Keep Track of Assignments: Using an assignment |
| extra dose of patience andunderstanding needed in | | | | book helps parents keep track of the child'sdaily and |
| working with the ADHD child. We also know (all too | | | | weekly homework. If the teacher does not use an |
| well, I am afraid),that our patience can be pushed to | | | | assignment book, try to develop asystem that keeps |
| the absolute limit. Teachers face the same issues, and | | | | you informed of your child's homework assignments. |
| thensome. | | | | Classroom Tips for Teachers: These tips, though |
| Patience is a Two-Way Street: Just as parents ask | | | | specifically targeted for teaching childrenwith Attention |
| for patience and understanding with their | | | | Deficit Disorder, can help all students in school. |
| ADHD child, teachers should also receive patience and | | | | Reduce the Classroom Clutter: Keep classroom |
| understanding. A relationship built onthe single goal of | | | | ornamentation to a minimum, clear your deskof piles |
| teaching the ADHD child benefits the child more than | | | | and reduce anything that will take the student's |
| teachers and parentsfinger-pointing at each other over | | | | attention away from the work at hand. |
| the educational process. | | | | Reduce Worksheet Clutter: Keep classroom and |
| Be Goal-Oriented: If you do have a conflict with the | | | | homework page formats simple. Reducing theclutter |
| teacher, try to approach the problem in apositive light. | | | | on worksheets will work wonders. |
| The teacher might tell you that your child will not stay | | | | Choose seating arrangements wisely: Back row or |
| in his seat, pokes at otherstudents or is heading | | | | middle of the room seating gives ADHDchildren too |
| straight for a detention. Instead of focusing on the | | | | many distractions. You should also try to seat |
| immediate problem athand, focus on action plans to | | | | ADHDchildren far away fromstudents (friends and |
| modify the behavior. | | | | enemies alike) that can add to distractions and closer |
| Homework Tips for Parents: Try these homework tips | | | | to well-focusedstudents. |
| to ease the strain at home. | | | | Highlight Success:Children ADHD are no strangers to |
| Establish a Set Homework Routine: Because the | | | | scoldings and trouble. Continuing thescoldings and |
| ADHD child functions best in a consistentenvironment, | | | | reprimands rarely brings positive results. Instead, |
| homework should be done in the same place, at the | | | | highlight the student'ssuccesses. Give the student a |
| same time and for a setamount of time every day. | | | | smile. Make an effort to show you find value in them. If |
| Clear the Clutter at Home: The child's work area | | | | you putthe extra effort into the ADHD child, they will |
| should be free of distractions, such astelevisions, video | | | | try to return the favor. |
| games, music and other people. | | | | Choose Your Battles: Try not to confront the ADHD |
| Mandatory Homework Time: Establishing a set amount | | | | child for every little classroom infraction. |
| of time to work on homework providesconsistency | | | | Separating out the big things from the little will save |
| while discouraging the child from rushing through | | | | your voice and patience while saving the |
| homework. In general,elementary school children should | | | | ADHD child from constant reprimand. |
| spend about 30 minutes each night on homework. | | | | Understand the need for movement: If your ADHD |
| Middleschool and high school students should spend | | | | student seems exceptionally fidgety, selecthim to run |
| about one hour on homework. If the child doesnot | | | | an errand. Allow this student an extra bathroom break. |
| have homework that evening or they finish before the | | | | Suggest that he get up andtake a drink of water. |
| allotted time, the child can read untiltheir mandatory | | | | Anything that will allow the ADHD student a moment |
| homework time is over. | | | | to get the wiggles outand refocus will benefit not only |
| "Chunk" Tasks and Schedule Breaks: Long-range | | | | him, but you and the classroom as a whole. Enjoy the |
| tasks are often difficult for the ADHD child. | | | | peaceand quiet while he is away. |