ADHD Academic Support Beyond Tutoring
Students with ADHD experience inattention, hyperactivity and impulsivity more frequently than what is expected for their age. This often causes stress at home, at school, and with peers.
Ruth Rumack’s Learning Space (RRLS) helps students manage this learning difference by creating individualized academic plans of action, ensuring a cohesive strategy with the student’s support network, Direct Instruction, multisensory and kinesthetic methods, and modern organization techniques.
Types of ADHD
Predominantly Inattentive: Characteristics include inability to keep attention/focus (i.e. easily going off task/distracted; missing parts of lessons, concepts, or skills; needing redirection), losing items such as homework, toys, or writing tools; difficulties with time management; difficulties following instructions or organizing tasks.
Predominantly Hyperactive-Impulsive: Characteristics include inability to sit still, excessive movement, rapid speaking, difficulty completely tasks quietly, fidgeting (i.e. tapping feet or hands), acting quickly without thinking of the consequences, interrupting conversations or blurting out answers.
Combined: Exhibit characteristics of both hyperactive-impulsive and inattentive types.
Common Issues Associated with ADHD
Learning Gaps: Students missing part or all of what is taught in class due to lapses in focus.
Unfocused Speaking and Writing: Students writing and speaking may be disorganized and difficult to follow.
Social/Emotional Issues with Peers: Students may miss the social cues of their peers and have trouble maintaining relationships.
Frustration: Students who are unable to move while they learn or who speak out of turn may face consequences for behaviour they cannot control, and therefore feel singled out.
How We Help Students with ADHD:
One-to-one Direct Instruction that teaches procedures for writing, reading, spelling and math skills using programs such as Rumack Writing, Wilson Reading Program, Words their Way, or Jump Math to address learning gaps.
Multisensory learning that meets the needs of the student (i.e. completing printing tasks in sand or with clay, answering math questions while bouncing on a bouncy ball or verbally writing a paragraph using programs such as Google Voice or iPad or Mac Voice Typing).
Aligning the work to student’s individual interests to help maintain focus (i.e. if the student is interested in horses, researching and writing a paragraph about different types of horses).
Teaching coping strategies such as chunking work, taking short breaks, or using a fidget toy such as a squishy ball or fidget cube.
Teaching organization strategies such as using calendars or checklists.