TEACHING
STUDENTS
WITH ADHD
PRESENTED BY: Group 4
OBJECTIVES
At the end of the lesson, the students are expected to:
1. Define ADHD and identify its major characteristics and
types.
2. Explain the common challenges faced by students with
ADHD in the classroom.
3. Apply effective strategies for curriculum instruction and
classroom modification for learners with ADHD.
4. Demonstrate understanding through group activities and
assessment tasks.
MOTIVATION
Show a short 2–3 minute video showing a
child or student exhibiting behaviors typical of
ADHD.
INTRODUCTION
“What did you observe about the child’s
behavior?”
“How do you think this affects their
learning?”
BASIC
CONCEPTS
OF ADHD
BASIC CONCEPTS
OF ADHD
ADHD stands for Attention-Deficit/Hyperactivity Disorder, a
neurodevelopmental condition marked by inattention, hyperactivity, and
impulsivity.
Symptoms and Types:
1. Predominantly Inattentive Type – easily distracted, forgetful, and
unorganized.
2. Predominantly Hyperactive-Impulsive Type – fidgety, talkative, and
impulsive.
3. Combined Type – exhibits both inattention and hyperactivity.
BASIC CONCEPTS
OF ADHD
Predominantly Inattentive Type (ADHD-I)
Definition: This type is mainly characterized by problems with focus and
organization rather than hyperactivity.
Common Signs:
Easily distracted or forgetful
Frequently loses things needed for tasks
Has trouble paying attention to details
Often seems not to listen when spoken to
Struggles to complete assignments or follow instructions
BASIC CONCEPTS
OF ADHD
Predominantly Hyperactive-Impulsive Type (ADHD-HI)
Definition: This type involves higher levels of physical movement and
impulsive behavior.
Common Signs:
Constantly moving, fidgeting, or tapping hands/feet
Talks excessively or interrupts others
Has trouble waiting for turns
Acts without thinking about the results
Finds it difficult to stay seated or quiet in calm settings
BASIC CONCEPTS
OF ADHD
Combined Type (ADHD-C)
Definition: This is the most common form of ADHD, where a person
shows significant symptoms of both inattention and
hyperactivity/impulsivity.
Common Signs:
Difficulty focusing and organizing tasks
Easily distracted and forgetful
Restless, impatient, and overly active
Often interrupts or acts before thinking
CAUSES:
Genetics, brain structure differences,
prenatal factors, or environmental
influences.
COMMON
CLASSROOM
CHALLENGES:
COMMON CLASSROOM
CHALLENGES:
Incomplete assignments – Failure to finish or submit tasks,
projects, or homework within the given time or according to the
required instructions. It often indicates difficulty with focus,
motivation, or time management.
Difficulty following directions – Trouble understanding,
remembering, or carrying out instructions accurately. This may
result from inattention, confusion, or lack of comprehension.
COMMON CLASSROOM
CHALLENGES:
Restlessness or distractibility – A state of being
unable to stay still or focus on one task for long
periods. It often leads to shifting attention quickly
from one thing to another.
Poor time management – The inability to use time
effectively or productively, leading to procrastination,
missed deadlines, or rushed work.
COMMON CLASSROOM
CHALLENGES:
Impulsive actions – Acting quickly without
thinking about the consequences. This
behavior is often driven by emotion or
immediate desire rather than careful
planning.
TEACHER’S
STRATEGY:
A. INSTRUCTIONAL STRATEGIES
Example in
Strategy Description
Class
Give one direction at a “Write your name first.
Simplify Instructions time and check Now, read the first
understanding. question.”
Chunking asks Divide lessons into shorter 10-minute reading, then
segments. quick activity.
Use visual, auditory, and Use visual, auditory, and
Multisensory Approach
kinesthetic learning. kinesthetic learning.
A. INSTRUCTIONAL STRATEGIES
Example in
Strategy Description
Class
Involve learners in hands- Group work, peer teaching,
Active Engagement on or movement tasks. short role plays.
Positive Reward small Stickers, praise, or
achievements. privileges.
Reinforcement
B. CLASSROOM
MODIFICATIONS
Modification Description
Seat near teacher or away
Strategic Seating from distractions.
Visual Schedule Post daily routines clearly.
Allow more time for tasks or
Extra Time exams.
Modification Description
Checklists, color coding,
Organizational Tools folders.
Short “movement breaks” to
Breaks release energy.
Collaboration coordination with parents
Regular and counselors.
THANK
YOU!