Awareness of Students with Diverse Learning Needs,
What the Teacher Needs to Know, Volume 1

These children often experience some impairment of their ability to address social, academic and vocational expectations. Common characteristics seen in children with AD/HD include: difficulty regulating attention, inability to follow through on instructions, school work, chores and/or duties; easily distracted and forgetful; constantly on the go and into everything, or "feels" very restless. Symptoms of these disorders will occur prior to age seven, but are often not readily observed because young children typically experience few demands for sustained attention. The prevalence of AD/HD is estimated at three to five per cent of school-aged children.

AD/HD is a neurologically-based disorder that impedes the learning process. Often academic achievement is impaired and devalued, typically leading to conflict with the family and school authorities. An early medical diagnosis is most important. Early medical and psycho-educational assessment will help ensure more positive and constructive experiences for the student and will benefit other students in the classroom.

In order to help the student achieve and to provide the best opportunity for learning, a teacher should focus on strengths rather than weaknesses. The student with AD/HD needs to be made aware of alternative strategies which draw on specific strengths for the acquisition of basic skills essential for further learning.

Early collaboration by professionals, including the classroom teacher, psychologist, counselor, learning assistance room teacher and physician, will help develop a precise learning strategy for the student with AD/HD. The teacher, the parent and the child (where appropriate) need to understand the child's neurological status and the strategy developed. A combination of medication, individual and family therapy, support groups and a school/work focused educational program is often recommended.