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ADHD: The Facts$
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Mark Selikowitz

Print publication date: 2021

Print ISBN-13: 9780198867371

Published to Oxford Scholarship Online: September 2021

DOI: 10.1093/oso/9780198867371.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2022. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use.date: 01 July 2022

School management

School management

Chapter:
(p.127) 13 School management
Source:
ADHD: The Facts
Author(s):

Mark Selikowitz

Publisher:
Oxford University Press
DOI:10.1093/oso/9780198867371.003.0013

The average school-aged child spends well over a third of her time in school. A child’s experiences in the classroom, and in the playground, will affect her academic attainments, the development of her self-esteem, and her social skills. It is important that the teacher should create a proper learning environment for the child with ADHD in the classroom, as well as on the playground. This chapter discusses school management of ADHD, including selection of a school, and effective strategies for teaching children with ADHD. It includes teacher’s attitudes, the classroom, the playground, and the teacher’s role in monitoring the effects of medication.

Keywords:   ADHD, teacher training, classroom, playground, medication monitoring, school selection, special education, teaching strategies, teacher attitudes, individual educational plan

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