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Lynn Moore's BlogPosted by Lynn Moore Often homework time is a struggle for families with a child with ADHD or a learning disability. Evaluate Your Child’s Progress Pay special attention to how your child is doing with assignments. What do her grades look like? How much time is she spending on homework? Does she consistently bring home her completed assignment notebook and the materials needed to complete the assignments? Bear in mind that homework that takes a long time could be caused by several things (as opposed to just plain too much work). Perhaps your child is not using her study time at school effectively. Maybe she thinks that she must complete all of the problems on a worksheet when the teacher has specified to just complete one side or to complete only the even problems. Homework does not have to be grueling, but it does require some organization and effort. If you evaluate your child’s homework situation and still think that some is not right, talk with your child’s teacher. Parent teacher conferences are a great time to get homework tips to make the evening go a littler smoother. ~ Lynn
Posted by Lynn Moore I write often about routine for kids with special needs. . . and for their families. As we head into the Columbus Day long weekend, many kids are looking forward to a day off school. For a child with special needs it can be bittersweet. On one hand, time off from the regular routine sounds great. . . No one telling them to do their homework, no morning rush to school, perhaps there is even a special family outing planned. It sounds good, but heading into all of that unstructured time can be overwhelming for a child with ADHD or autism. Am I advocating banning all holidays? No. I do think that kids with need a schedule even for the “unscheduled” times. Try to map out the weekend fun. Include the activities, general times, and the people who will be involved. Keep it simple and yet thorough. Even something as simple as sleeping in can be frustrating for a child who thrives on routines. Perhaps Mom and Dad are enjoying the extra hours of shut eye. A child with autism, however, may become agitated because the breakfast routine is not happening. Are you looking for pointers on how to create such a plan that will be helpful for your child? Read my articles Summer Schedules and Disabilities and Holiday Routines for more ideas. Have a plan for your time off. Share the plan with your child. Then. . . enjoy! ~ Posted by Lynn Moore It is hard to believe that it is October 1st. Even harder to believe is the number of Christmas ads that are already flooding the Internet, TV, and newspapers. Now is a great time to plan some holiday craft afternoons with your child. Every child loves to gives gifts to her family. Why not give her the chance to make something for the people who will be giving her gifts this year? There are a couple of ways to go with the holiday gift crafts. You can plan ones that are simply fun. For example, if your child has a learning disability she may enjoy drawing more than anything to do with writing. Why not have her create a special self-portrait that can be framed for used to put on a mug or sweatshirt. . . The caption could be a simple as her name and the year. Posted by Lynn Moore There is horseback riding, and there is horseback riding. Some kids with special needs are able to participate in traditional horseback riding activities and competition. Others need specialized equipment, instruction, and supervision. The North American Riding for the Handicapped Association, Inc. (NARHA) offers a variety of programs as well as an informational website for interested families. An Internet search for therapeutic horseback riding programs in your area can also be helpful in finding local programs. Children who may benefit from horseback riding include those with physical, emotional, sensory, attention, and learning disabilities. The benefits are vast:
You may not live in an area that offers therapeutic horseback riding, or it may not interest your child. Many other extra-curriculars are available that can match your child’s interests and abilities: artistic, athletic, musical, and mechanical. Participation in an extra-curricular that is a good match can offer more than fun. It can help your child explore vocational interests and feel a part of his peer group. What extra-curricular activities will your family choose this year? . . . Lynn Posted by Lynn Moore Transitioning into a back to school schedule can be rough for kids and for their parents. Your family might look forward to the routine of school days. Many kids with ADHD and those on the autism spectrum function better when there is a predictable schedule but getting used to the new schedule for fall takes time. I encourage you to make sure that you have a plan for a schedule that will work for your family. It should include necessary task like household chores, homework, meals, bath time, and fun. . . of course, not in the specific order! Once you have established the priorities for your child’s day to day activities, you should update his calendar. Using a calendar can help your child understand what is happening next. A predictable world of course is impossible, but establishing a predictable personal routine can make or break your goal as a parent for smooth running for day to day functioning. Introduce the new schedule to your child. Talk about the who, what, where, and when that it represents. Post the schedule where your child can see it. Use your conversation to reinforce the schedule. Okay! Today is Saturday. We need to pick up your room and dust. Then we need to shop for groceries. (Point to the Saturday schedule.) When we are finished we are ready for some fun. Should we go to the park or take a bike ride? Have a plan. Share it with your child, but remember that you will spend several weeks getting everyone into the routine. Posted by Lynn Moore As the world watches the Olympics begin in Beijing, we are reminded of the benefits of sports: fitness, sportsmanship, and pride for hard-earned accomplishments. The Special Olympics offers similar benefits to its participants. On the organization’s website, Special Olympics is described as an opportunity for individuals with intellectual disabilities to train and compete in Olympic-type events. There are 30 events (categorized as winter or summer events):
In addition to the competition the Special Olympics offers year- round training to prepare the athletes by promoting physical fitness and respect in the community. Special Olympics is a great way to involve your family and friends in supporting your child. Volunteers are needed year-round to work with the athletes in training and to help with clerical, promotional, and administrative aspects of the organization. Families or individuals interested in volunteering can sign up for more information as well as for a monthly newsletter. The 2009 Special Olympics World Winter Games will be held February 2-13 in Boise, Idaho. Posted by Lynn Moore The fair opens here next week. What a perfect time to take your child for an end of summer outing and learn some new words at the same time! Parents of kids with speech and language disabilities know how hard it can be to encourage those words. Sometimes children who are developmentally delayed do not understand the pictures that adults use to teach language. Who can really appreciate the word pig unless you have watched one – and smelled it? Your local fair can help. If you want to boost your child’s vocabulary for farm animals, you will find them at the fair. Typically at the fair you will encounter horses, pigs, goats, ducks, chickens, dogs, and cats. The fair offers more that just animals. Kids can’t resist the car and truck shows – again a great way to build language. Here are some words that you might work on when you visit the cars and trucks: shiny, old, pretty, color words, fast, loud, noisy. Plan on spending some time on the rides. This part of the fair is perfect for asking skills like Could we go on the ______ please? While you visit the fair, find out information about the various areas of judging. It seems like not as many people participate in this these days. Every child likes to win ribbons. Talk with your child about things that she can enter next year. Fairs don’t only judge animals and cars – They take baked goods and crafts, too. Take lots of pictures while you are there so your family can relive the moments – and encourage a little more talking! Posted by Lynn Moore Think about the basic parts of your child’s daily schedule: Getting ready for school, meal times, bed time routines, time that you want to practice basic skills like counting and days of the week, relaxed play time, etc. For this technique, choose two of those times. Then pick music (a single song or a particular CD that lends itself to the time). A calming CD with lullabies could represent rest time. Any of the Dr. Jean CDs could represent a learning time. Introduce the CDs by playing them at the time you want your child to participate in that activity. Make this a daily habit. Soon the music will help your child transition to the next home activity in a calm manner. He does not have to figure out what you expect. The music signals him to the change. Then, he will be in a better position to attend to the things you want him to hear. For example, you put on the bed time lullaby music and he understands that it is time for him to get ready for bed. You ask Do you want your truck pajamas or your monkey pajamas? His focus is on your communication. He is not trying to figure out the schedule. After your child is comfortable with and responding to the music you have introduced, add a few more songs/CDs for other parts of the schedule. Soon you will be singing your way through the day! Posted by Lynn Moore You will only need a plastic bucket and some nonbreakable items around your house. Here are some items that will work well for the game: a spoon, a ball, a sock, a broom, a crayon, a letter, a bottle of glue, a juice bag, a pillow, and a towel. You may leave the things in the room where they are normally found. This game is great to be played as you and your child walk from room to room. It is a wonderful language game and a way to walk off some energy. Start with the bucket. Say We have a bucket. What can go in the bucket? Then begin walking around the house. Stop for each of the game items you have preselected. Suppose you start with a pillow. Say Here is a pillow. Can the pillow go in the bucket. Let the child try. Then give him the words to describe what happened. The pillow cannot go in the bucket. The pillow is too big. Continue the game with the other items you choose. Preschoolers love this game. Children who have speech and language delays do as well. Because the wording is predictable, they can be successful with the game while having fun. . . So what can go in your bucket? Posted by Lynn Moore You will need black construction paper, washable glue, shredded paper of various colors, and a small plastic bowl. Begin by talking with your child about the colors of the paper. Point to each sheet as you say the name of the colors. Then ask your child to give you the paper as you ask for that color. Give me the red paper. Give me the yellow paper. Continue until he has given you all of the colors. Next use a paper shredder to shred all of the colored paper. Use the kind of shredder that cuts the paper into long strips. Only the black paper will not be shredded. Regardless of the age of your child, the paper shredding step should be done by an adult. Put one color of the shredded paper in a small plastic bowl. Put your hands in the bowl as you talk about the paper and model tactile tolerance. It feels dry. It is stringy. The paper is long. Encourage your child to repeat the steps by putting his hands in the bowl. Let your child put some glue in one spot on the paper. Help him add shredded paper of one of the colors. Talk about the fireworks you saw. Were they loud? Which color was best? Repeat the above step, adding one color of paper fireworks at a time. Posted by Lynn Moore Okay – we all can be restless in this situation! Take along a bag of tricks to keep everyone happy until the show begins. Why not use a treat to practice sorting and then – of course – eat up! You will need a small package of red, white, and blue candy. Dump the candy into a small plastic bowl or on a paper plate. Begin sorting the candy according to color. Remember to say red candy, blue candy, or white candy as you sort each piece. Then, mix the candies all together again. As your child sorts the candy, repeat the color phrases out loud. Many kids will enjoy this color game above the over stimulation of a crowd. Sitting away from the group will also help if your child has ADHD, ADD, or is on the autism spectrum. Remember that lots of children with disabilities have difficulty putting two words together at first. This seems to be especially true for children with Down syndrome who will one day start to use the phrases that they have heard so many times. . .Don’t be surprised, though, if at first they use the words when they are talking to their dolls or stuffed animals! Posted by Lynn Moore Fine motor skills are also used in handwriting, fastening buttons and snaps, and cutting with scissors. If this sounds like your child, try this festive placemat craft. You will need large sheets of red construction paper and colored sticker dots or stars (white and blue). Show your child how to peel the stickers off of the backing and place them on the edge of the construction. Alternate the white and blue ones. If your child has difficulty getting ahold of the stickers, you may want to pull one edge up slightly so she can better get ahold of it. These patterned placemats are more than holiday decorations that build fine motor skills. Creating a pattern is also the kind of skill that comes into play when writing words that follow a spelling pattern: den, hen, men, pen, ten. Are you looking for other Fourth of July fun ways to practice patterns?
The Fourth of July is supposed to be a celebration. . . So what is stopping you? Posted by Lynn Moore Sometimes a communication disability such as a hearing loss can make this difficult. In other cases, a developmental delay or autism can cause a problem in teaching ideas that are not concrete. Parents have options when it comes to sharing faith with their child. Talk to other parents in your child’s school program to find out about what is offered in your area. Also, check with your child’s teacher to see if she teaches a class at her church. Find out about other churches in your denomination. Many denominations have large churches with programs for children and teens with special needs. Consider other denominations in your community. Depending on your location, you may want to consider attending a church in another denomination so that your child is able to be a part of an appropriate program. It does not mean that you have to change churches. You may decide to attend only select classes. Your primary membership can remain with your home church. Think about starting a program at your church. If all else fails, you may want to consider starting a program. It is a great way to mold practices from the beginning and to get family friends and relatives involves. You will also have the opportunity to invite your child’s school friends. If you do begin your own program, remember to material with clear pictures. Acting out the lesson or using puppets is one way to make the lesson clear. Posted by Lynn Moore How is your summer schedule going? It might seem like the last thing they would need would be more to do, but the thing about schedules is that they provide structure and predictability. This is especially important for children who have learning disabilities and those on the autsim spectrum. I am not talking about signing up for every summer activity that comes along. Schedules aren’t about making kids too busy. Schedules are about planning what is important and getting it done without so much stress. Aren’t sure how to start creating a summer schedule? Read my articles on that topic. You will need large paper or poster board, markers, stickers, and a little imagination. Be sure to include things like fun things, household chores, bed time, family outings, and a few school skills – anything that you think is important for your child. Remember that having a child with special needs does not mean working on school skills all the time, but it also doesn’t mean doing nothing around the house. One of the best votes of confidence you can give your child is to have expectations. If you haven’t established a summer schedule I encourage you to get one going. You will be amazed at how the little things (like helping with the dishes or brushing teeth) will be come automatic. Rest times will be expected, not argued. Summer can be a wonderfully relaxing time even with structure. . . even with a schedule. What is your summer schedule? Posted by Lynn Moore How many days until the end of the school year? If you ask most kids they can tell you. Some of them can tell you the number of days and the number of hours. Use this opportunity to focus on an important math skill. Counting down (sometimes called counting back) is the key skill in subtraction. Often, teachers use a number line to teach the concept. Think of this example: 10 – 3 = 7. Kids start by finding the number 10 in the line. Then they count backwards three points to find the answer. Kids won’t always have a number line, and we want counting on the fingers to diminish. As with any skill, practice is key to mastering it. Look for other opportunities to count down. Here are some ideas:
What things will you count down with your child this summer? Posted by Lynn Moore As summer approaches (the birds are singing outside my window as I write) I am thinking about summer extracurricular activities. Each offers something different. What are the activities that your child will use this summer? Some kids with special needs, particularly those with ADHD need to work off some energy. Athletic activities are often good for them. Although, some sports that require lots of self-control may not be a good pick. Other kids (especially those with neurological issues) thrive with something more therapeutic. Swimming, going to a kids’ gym with trampolines, and swinging in the park are often great choices. Some kids don’t do well in the heat because of health conditions. They will enjoy interest-appropriate kids’ museums, an afternoon at a library story time, or a movie. Kids with hearing loss typically long for time with their friends because of their communication needs. In addition to outings to specific events, planning a regular socialization time with their peers is a winning approach. Sometimes parents of kids with special needs avoid outings. Let’s face it, there are often more things to get ready (and take) and crowded events can be frustrating. I encourage you to have a plan for your family outings. Perhaps set aside a specific day of the week. Beforehand, check into the destination. Plan a time that fits the needs of your family but is also not the peek traffic time for the event. Those birds are still singing outside my window. Most schools are counting down the days until school is out. What will you do when they are bored this summer? Posted by Lynn Moore As I was driving home yesterday, I noticed a large plastic ball that had blown to the side of the street. The swirls of blue and white made me think of how much kids love to choose a ball from one of those big bins in discount stores. Isn’t it true that they always want ones at the bottom? Regardless of which one is chosen or if it was a gift, the language and socialization opportunites that come with a ball are endless. To begin with (and this is especially true many kids who are autistic) a colorful ball catches the eye. When an adult scoops up the ball and holds it next to his face, the child’s attention is immediately drawn in that direction. Granted, this is often a brief glance since kids who are autistic often avoid eye contact. It is, however, a start. What if the parent adds one more step: scoop up the ball, hold it next to the parent’s face, and say the color of the ball. If this happens repeatedly, it becomes a form of a teaching game. Remember that all kids learn from repetition, and kids who are autistic especially learn from very focused, repetitive activity. Of course, the other benefit with this activity is the eye contact. For many autistic kids, this will be brief, but it will happen. After you have introduced the color, use the opportunity to try a game: catch, rolling the ball, tossing the ball in a laundry basket, hiding the ball under a blanket, etc. Remember this is a time to boost communication, but you are also promoting socialization . . . in this case, playing ball. So what color ball will you choose to start this spring time fun? Posted by Lynn Moore Of course, autistic kids (like all kids) must encounter new places, new routines, and new people from time to time. That is the subject for a different blog post. The key here is to be aware of the importance of familiarity when dealing with behavior or when communicating expectations. Here is what I mean. I planned to go to the conference. I could picture the route to get there. I could picture where to park and what the building looked like from the outside. I could envision going in to the auditorium. I knew how it would be set up. . .and even where the bathrooms were. Last year I did not know any of that information. My attendance last year was much more focused on learning my way around. I could not concentrate to the same depth on what the speakers were saying. I was concentrating on what I would do next, where I would go. Isn’t that true for kids on the autism spectrum as well? They just can’t focus so much on what we are saying or what we expect them to do in a new situation. Instead, they are just trying to check everything out. Think about a familiar situation you have. Then think about expectations for your child. It all makes more sense now. Join me in a discussion of familiarity and kids on the autism spectrum. Posted by Lynn Moore Recently I wrote about free books for blind children. I wondered what else was out there for families of children with other disabilities. I am talking about free, ready to use materials. Are you teaching sign language? Check out the free printable alphabet pages at DLTK’s Growing Together site. As far as I can tell there is no charge for these mini posters that could be used as giant flashcards or could be displayed as an ABC strip in a classroom. Also, consider printing them in just the blackline format for quick coloring pages for children who are learning the manual alphabet or for deaf children who are studying a particular letter. Perhaps you are interested in promoting deaf awareness or maybe you have a teen that is glued to the Internet. Try these free sign language ecards. They are available for many different occasions, and you can type in the message that you want. It then shows up in print and with cute fingerspelling hand on the ecard. Do you know about other freebies that promote deaf awareness? Be sure to email me. I will try to include the information in future blogs. Posted by Lynn Moore The books are available through a program called "Keep Kids in Touch" offered by Seedlings Braille Books for Children. In order to receive the two free books, children must register online. The deadline to request books is May 1, 2008. The Seedlings Company also sponsors The Rose Project (providing encyclopedia articles in braille) and The Anna’s Book Angels Project (providing additional free books in braille). Do you have a visually impaired child who reads books from the Seedlings Company? Some children who read these specially “printed” books are in the spotlight. Check out the link at the bottom of this blog for more information. The Seedlings Company is located in Michigan. The company uses volunteers to help with everything from mailings and book bindings to proofreading and brailling. If you are interested in volunteering with this worthwhile group, check the website for more information. Some children with visual impairments use a program called screen reader to study their textbooks. While this software (available from a number of companies) is not for every child, it offers benefits to more mature children. Read my article on screen readers for more information. Posted by Lynn Moore Parents of kids with special needs are tuned in to promoting conversation. Many kids with autism have difficulty telling what happened at school that day. Lots of children with developmental delays cannot answer with a basic yes or no. How to Have a Searching for the Green Contest
With parent involvement and the right prize, soon you will find your child planning the next searching contest . . . and the next. . . Are you looking for other family activities to boost communication with a child with special needs? Read Snow Day Fun and Autistic Kids or Disabled Kids and Spring Play for more ideas. Posted by Lynn Moore If an at-home language activity can be one that is connected with what is happening in the world, it is even better. What about St. Patrick’s Day? Recently, I was reading through greeting cards for the upcoming day, and it reminded me how little I actually knew about the day. . . Okay, I know shamrocks, pot of gold, leprechauns and wear green, but who was St. Patrick? Try this at home fun with your child. It is an especially great conversation prompt for hearing impaired or Asberger’s kids who are in the tween age group. Challenge your child to find out (with your assistance) who St. Patrick was. Here is a great site for learning St. Patrick’s history. Then explore the five Ws – Who? What? Where? When? and Why? Include food in the fun. Kids love to make and eat food. . . and they will talk about it. Isn’t that the key with so many kids who have a language impairment? Because St. Patrick drove the snakes out of Ireland, why not make a long loaf of green bread? You don’t have to make it from scratch. A simple bread mix with a little green food coloring will work. . . don’t forget some raisins for the eyes. This baking fun will bring on lots of talking as well (mix, stir, sticky, knead, roll, bake, long) not to mention the wonderful sensory integration. . . Do you have more at fun ideas for building language with kids with special needs? Join our discussion about at-home fun that encourages talking! Posted by Lynn Moore Traditionally, schools conduct standardized, state-mandated tests in the spring. First of all, remember that any test is just a snapshot of your child’s skills. Any child’s performance is subject to whether or not he feels well, is rested, stays focused, and ate a good breakfast. While these are general considerations, they certainly apply to your child as well as to the child without an IEP. Many parents worry about the material that will be covered on the test. Keep in mind that these tests cover the material that all students of a given grade level are supposed to know. If you want to review with your child, one of the best sources is your child’s textbooks from school. In many states, a practice test is available online. This can be a good way for your child to get an idea of the test format and content sampling. One drawback to state online tests is that they are the method used by most schools to do the actual testing. . . paper and pencils are still the norm. Above all, make sure that your child is rested and goes into the test with a positive can-do attitude. . . Remember, this is only a test. Read more about Kids with IEPS and Standardized Tests - Information Parents Should Know. Posted by Lynn Moore I was recently walking through a discount store when I saw a child who was maybe ten years old on a cell phone. Cell phones are definitely a gadget of this generation, and cell phones are here to stay. What should parents of kids with special needs consider when looking at cell phones? First of all, is having a cell phone important at a younger age due to safety issues? Granted, every child is different, and certainly this is even more the case for the child with special needs. It seems, though, in many cases that some kind of cell phone at a young age is wise. Several companies offer phones with limited capabilities (large buttons, only will call a few preprogrammed numbers, etc.). Another consideration with cell phones is the apparent socialization advantage. Many parents of kids with special needs are looking for ways to increase socialization opportunities. Too often, kids who are friends in a school program live far away from each other, making simple after-school fun difficult. What have your experiences been with cell phones and the unique needs of your child? Let’s discuss both the kinds of options available and ways that they shown benefit for your family. Posted by Lynn Moore It is becoming more commonplace for people to talk of autism. Saying, however, that a child is autistic or is on the Autism Spectrum can mean many things. The spectrum ranges from not speaking and severe sensory involvement to communication difficulty and lack of awareness of certain social cues. Children who may be considered to have more severe autism characteristics may use an alternate means of communication (such as PECS - the Picture Exchange Communication System created by Andrew Bondy). http://www.pecs.com/index.php They may be totally engrossed by items that can be dangled. They may become overloaded with certain sensory stimuli (such as bright lights or sounded), demonstrate tactile defensiveness, or they may crave sensory input through brushing, jumping on a trampoline, or swinging. Children on the “other end” of the spectrum are sometimes referred to as having Asberger’s Syndrome. These children are higher functioning intellectually. Often, they are very bright. Communication can be difficult, however, with what is said often interpreted literally. In addition, these children seem to be unaware of social cues such as facial expression and body language. The Autism Society of America has additional information on the range of characteristics of children on the Autism Spectrum http://www.autism-society.org/site/PageServer including information which can be downloaded for free. http://www.autism-society.org/site/PageServer?pagename=about_downloads Autism awareness ribbons http://www.triautism.com/ribbon.htm and car magnets remind us that the cause of autism and ways to fully address the sensory, communication, and educational needs of children with autism are still (in many ways) a puzzle. Please join us in sharing ideas that work and questions for discussion. Posted by Lynn Moore The weather forecast is making it sound like most play will happen inside this week (except for the few brave souls who will go out in the snow). How will you meet the sensory integration needs of your child during the looming stay-at-home days? Many parents find that playing with an edible, sticky substance is great for budding artists who do not like the feel of many textures. Pudding, sugar, and jello are a few of the popular ones. Some that are not sticky, but serve a sensory purpose, include flour, dry oats, and rice. Edible or not, this kind of play obviously calls for adult supervision. Anything that bounces is always a lifesaver on a snow-bound day. Exercise balls, rocking horses, and individual trampolines come in handy. If you have a garage area that is realtively warm, try creating a jump rope course: jump ropes that are taped flat for your child to jump over. The warmth and weight of certain blankets can be calming. Of course, it is hard to beat a good old fashioned quilt. . . and a good familiar movie in the DVD player is a great way to spend a snowy afternoon. Whatever you find to do to spend the time with your little ones, I hope you are warm. . . Have a great day! Lynn Posted by Lynn Moore We are coming up on the end of the month. New Year resolutions have come and gone for many, but parents of children with special needs tend to have ongoing, ever developing resolutions or goals. What resolutions did you make regarding your child with special needs? Did your resolutions include school goals? Homework goals? Socialization? Or perhaps self-advocacy? Take a few minutes today to evaluate the things that you would like to see your child accomplish this year. How will those things come about? Will it involve further training for you or your child? Are there parenting books that you would like to read or put to use? What about parent and family organizations that offer education, guidance, and support? Many families encourage their children to set their own goals. In fact, when a child is older he will undoubtedly be involved in education and career training goals. If your child is at the age to make some of these decisions, I encourage you to share your experiences with our readers. I encourage you to jump in on the conversation for New Years resolutions for families with special needs. Share a book title, a suggestion, or a question. The give and take will be valuable. Posted by Lynn Moore Parents and inclusion teachers of kids with ADHD are often concerned about use of time. Even given time to work in class, these do not seem to get much done. The homework is the same volume as when the study time began. It is not wonder that everyone is frustrated . . . not to mention how overwhelmed the child is. Consider other locations for these work times. Simple movement in the “regular classroom” by students organizing what they will take home or by going to turn in homework is a major distraction for the child with ADHD. Often, a work time in a quieter environment like the library or resource will do the trick. In the case of the child with Attention Deficit Hyperactivity Disorder, someone should also make sure that the purposes of the study time are being filled. Is an assignment notebook or sheet filled out properly? Are the necessary materials (books, worksheets, calculator, etc.) packed to go home? Is the student being guided on how to maximize time by finishing the almost done assignments or the ones that will be most difficult to do at home? If you are struggling with a similar distraction dilemma at home, read my blog Homework and ADHD Kids. |
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