Tag Archives: adhd

Simple classroom strategies and accommodations

Language: Both Reading and Writing
  • graphic organisers/ mind maps
  • pre-planning and discussion
  • frequent check-ins
  • editing check lists / word lists
  • reading / thinking – eg. visualising, summarising, inferencing
  • allow child to type work
  • encoding/ decoding: does it sound right? does it look right? Chunking
Self management

(for children with executive function difficulties and those with ADHD type behaviours)

  • give clear simple instructions / provide visually where possible (e.g.whiteboard, post-it notes)
  • break down tasks into smaller tasks
  • give visual cues and demonstrations
  • ask student to repeat directions
  • prompt / warn e.g before question / before transitions
  • seating: away from distractions, near good role models. Choose groups before activity
  • build movement into lesson plan

During a recent learning support coffee morning with very busy specialist teachers we came up with this brief list of strategies and accommodations to help children with language and attention difficulties in a range of classroom settings.

I think that this serves as a good reminder!

SENIA 2014

SENIA or the Special Education Network In Asia held its annual conference at UWCSEA East in Singapore.

Mr Bob was pleased to attend


  • Mathematics
  • Language
  • Restorative practice


  • ADHD how to integrate it at school.
  • Design Thinking: Nurturing diverse talents for the future
  • Digital solutions
  • Executive Function Learning how to learn: identifying and enabling students with executive functioning difficulties in the school environment.
  • DSM5 What is it, what is new about it and what about it is relevant in international schools

Workshop: Executive Function

Executive Function Workshop
Executive Function Workshop

The Elementary Learning Support Team put together a workshop for our colleagues to explore how executive function skills could impact learning. We wanted to help teacher’s to build knowledge about Executive Functioning (EF) Skills and enhance our repertoire of key EF strategies to strengthen differentiated practice in all classes.

Executive Function Workshop
Executive Function Workshop – Discussion

We concentrated on the following areas of Executive Function:

  • Planning/Organization/ Time Management
  • Task Initiation
  • Response Inhibition
  • Sustained Attention
  • Cognitive Flexibility
  • Working Memory

These skills are critical for all learners. The first four areas above are areas that are often noticed by teachers and brought to the attention of learning support teachers. There a number of factors that determine an individual’s EF efficiency. These include genetics, traumatic brain injury and environmental factors. Teachers can affect the environment through their teaching style and through the physical environment of the learning space. They can help children to gain and improve EF skills by differentiated teaching and appropriate scaffolds.

Children diagnosed as on the autism spectrum or with attention deficit disorders (ADHD or ADD) may have challenges related to Executive Function.


Executive Function Workshop -
Executive Function Workshop – Group

At the end of the session teachers had a number of ‘tools in their toolbox’ to help them provide support for children within their teaching area through:

  • Environmental level modifications – such as classroom or teaching modifications
  • Student level modifications–  explicitly teaching strategies and skills to students (at home/school/and in the community)

We found helpful resources at : http://www.ncld.org/

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