This is a specific case about Nicola. She had been assessed with ADD (attention-deficit/hyperactivity disorder). In this work you will learn about the common symptoms, difficulties they present and also the possible solutions to manage students who suffer this disorder.

1. BY:
• Jefferson Villalba
ADAPTACIÓN CURRICULAR Y ENSEÑANZA DEL INGLES COMO
LENGUA EXTRANJERA ENFOCADAA ESTUDIANTES CON
NECESIDADES ESPECIALES

2. Case study 2. Nicola : Attention deficit disorder
- Nicola is a 10 year old.
- She is from Hong Kong-
China.
She had been assessed with ADD (attention-
deficit/hyperactivity disorder).
Difficulties
Symptoms
People may experience:
Behavioural: aggression,
hyperactivity, impulsivity, irritability,
lack of concentration, or persistent
repetition of words or actions
Cognitive: difficulty focusing,
problem paying attention, or short
attention span
Mood: anger, anxiety, boredom, and
excitement. Also common:
depression or learning disability
She did not realize that instructions given to the class
also applied to her.
She was easily distracted
Her habit of getting out of her chair and dancing was
very disrupting and annoyed the other students.
Nobody wanted to sit with Nicola, and their classmates´
behavior was turning to bullying.

3. Possible Solutions according
to the research
Constant communication with her parents in order
to discuss her participation and made sure to praise
any improvement or good behavior we had noticed.
The instruction must be repeated as many times as
they need. Nicola’s participation and ability to
complete a task became noticeably better especially
when an activity instruction was repeated.
Provide an assistant in the class (paid for by
Nicola’s family ) and discussed strategies that the
teacher and the assistant could use with Nicola, such
as instructions given specifically to her and gentle
reminders
Regular, open communication with the parents/co-
workers and backgrounds to gain their full support
and co-operation. Strategies need to be discussed
together as a team.
It is necessary to take into account the reactions and
needs of the other students in the class and to look at
ways that the teacher can best manage these.

4. Possible Solutions according to our experience
Establishing the proper learning
environment
Giving instructions to students with
ADD
• Maintain eye contact during verbal instruction.
• Make directions clear and concise. Be consistent with
daily instructions.
• Repeat instructions in a calm, positive manner, if needed.
• Help the students feel comfortable with seeking
assistance
• Seat students with ADD near the teacher's desk,
but include them as part of the regular class
seating.
• Surround students with ADD with good role
models.
• Encourage peer tutoring and
cooperative/collaborative learning.
• Avoid distracting stimuli. Try not to place
students with ADD near air conditioners, high
traffic areas, heaters, or doors or windows.

5. Giving instructions to students with
ADD
• Give out only one task at a time.
• Monitor frequently. Maintain a supportive attitude.
• Give extra time for certain tasks.
• Keep in mind that children with ADD are easily
frustrated.
Enhancing self-esteem
• Reward more than you punish.
• Praise immediately any and all good behavior and
performance.
• Find ways to encourage the child.

6. Reflection activities
1. How does establishing a routine contribute to creating
a constructive learning environment? How do children
benefit from this?
2. Why is continuity from one class to the next important?
How would you set up systems to ensure that
continuity takes place?
3. What strategies can a teacher use to encourage
learners to empathize with a classmate who has
ADD and what do the classmates learn from this?