Understanding and Supporting Children with ADHD : Strategies for Teachers, Parents and Other Professionals

by Lesley A Hughes

• ISBN13: 9781412918602
• ISBN10: 141291860X
• Edition: 1st
• Format: Hardcover
• Copyright: 2007-01-31
• Publisher: SAGE Publications Ltd

Summary

'This book provides a succinct overview of issues relevant to understanding and supporting pupils with ADHD. It is well written and includes authentic case studies... The real strength of the book is in its careful consideration of how collaborative working can enable youngsters with an ADHD diagnosis to get the best out of their education. Ideas outlined are practical but are also based on careful thinking about effective models and approaches to intervention... an excellent starting point for anyone embarking on research related to educational provision for pupils with ADHD' - SENCO Update 'In many ways this publication reads like a toolkit, and as such offers a range of practices that may be considered in order to improve outcomes for all. A readable and supportive book' - SNIP Children with Attention Deficit Hyperactivity Disorder (ADHD) can be hard to include in a mainstream classroom, and managing their behaviour is often a challenge. Drawing directly from real classroom experience, this book shows how to use effective management strategies to improve behaviour in the classroom and at home. This interdisciplinary approach will provide teachers with: " strategies to deal with disruptive behaviours " ways to channel children's positive characteristics " advice on how teachers can support and guide parents " behaviour management techniques to promote positive behaviour " advice on collaborative working, and how teachers can build partnerships with other professionals.

Table of Contents

Introduction: Rationale and Overview Understanding ad//Hd

Perspectives about AD//HD Experience of Living with AD//Hd supporting children with ad//hd

Collaborative Working: For Teachers

Parents and Other Professionals Educational Interventions

The Way Forward: Support In and Out of the Classroom

Conclusions and implications

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