CLASSROOM MANAGEMENT STRATEGIES TO HELPING CHILDREN WITH ATTENTION DEFICIT /HYPERACTIVITY DISORDER (ADHD)
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental condition that affects a significant number of children worldwide. The classroom environment plays a crucial role in supporting the educational success and overall well-being of children with ADHD. This abstract outlines effective classroom management strategies aimed at helping children with ADHD.
Firstly, implementing structured routines and clear expectations can provide a predictable and consistent environment for children with ADHD. Establishing a daily schedule with specific time slots for different activities helps them anticipate transitions and reduces anxiety. Additionally, providing visual cues, such as visual schedules or task lists, can enhance their understanding and organization.
Secondly, incorporating active learning techniques can help engage children with ADHD and channel their excess energy. Utilizing hands-on activities, incorporating movement breaks, and promoting kinesthetic learning can enhance their focus and attention. By incorporating multi-sensory approaches, teachers can create a dynamic and stimulating classroom environment.
Thirdly, individualized accommodations and modifications are essential for meeting the unique needs of children with ADHD. Providing preferential seating near the teacher, minimizing distractions, and using assistive technologies (e.g., noise-canceling headphones, fidget tools) can help optimize their learning experience. Offering additional time for assignments and breaking tasks into manageable chunks can also support their executive functioning skills.
Furthermore, fostering a positive and supportive classroom climate is crucial for children with ADHD. Encouraging peer collaboration, implementing behavior management techniques such as positive reinforcement, and establishing clear rules and consequences create a structured and safe learning environment. Regular communication with parents and involving them in the child’s educational journey can further strengthen support networks.
Lastly, professional development and training for teachers on ADHD awareness and evidence-based interventions are paramount. Equipping educators with knowledge about ADHD symptoms, teaching strategies, and differentiated instruction can empower them to effectively address the needs of children with ADHD.
In conclusion, effective classroom management strategies are essential for supporting children with ADHD. By implementing structured routines, active learning techniques, individualized accommodations, fostering a positive classroom climate, and providing teacher training, educators can create an inclusive environment that promotes the academic and socio-emotional development of children with ADHD.
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