ADD / ADHD

ADHD

SASC guidance relating to the assessment of ADHD Sept 2013 in relation to Disabled Students’ Allowances.

New guidance by David Grant on ADHD issued January 2014

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Guides by Bob Burden and  Juliet Jamieson  to provide tutors with a practical  and concise reference of strategies for working with AD(H)D students and to enable SpLD tutors to differential their support strategies from working with dyslexic students.

1. For SpLD tutors to use when supporting AD(H)D students in 1:1 tutorial settings.

2. For non-specialist lectures and wider support staff and provides some useful guidance when teaching in a lecture environment.

ADD

Some suggestions made by ADSHE  members to help a student with ADD focus during lectures…..

Lecture notes more than 24 hours in advance – check out on VLE etc and actually go through notes – reading aloud, colour coding, actively reading – making questions, taking note of key words, phrases, tone etc – then when she goes into the lecture she has idea of the whole lecture and can listen for themes and phrases perhaps – not just rely on a dictaphone to take recordings.

Vibrating watch, or anything that has a timer and can be set to vibrate really. The RNID have some on their website:  It can be set to vibrate every 10 minutes (or whatever time interval you want) which helps ‘ bring the student back’. We were thinking about buying some for our ADHD students to use in exams instead of prompter.

Record the lectures to listen and fill in the gaps later.  Perhaps also talking to the lecturer and asking if they can do quite regular summarising and paraphrasing.  Read the outlines of the lecture notes before hand should help to get back on track as well as to be more ‘grounded’ and part of the lecture from the off.  Try making links between topics, noting down ideas that come to mind to follow up later on.  Basically, anything that helps to engage with the topic and be more active in learning.  After the lecture always of course make some time to go over notes, annotate, question and decide what to follow up on.   Focus more on what was remembered rather than what was missed.  Of course can always ask her peers what the lecture was about during those times she floated off!

Read the lecture notes beforehand and/or give best attention in the first 5 or 10 minutes to pick up the key words, jot these down and keep an ear out for them, jotting down tally marks against them each time she hears them.  A listening exercise if nothing else!  But she might find some little game like this will keep her generally more aware of the lecturer’s voice

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