ADHD Guide 4 Schools new - Southern Education and Library Board

ADHD Guide 4 Schools new 21/6/04 11:51 am Page 15
Setting targets
To set effective targets, we should focus less on the child’s difficulties and
more on the things we would like the child to be able to achieve. Targets
should always be achievable and something the child could manage with
appropriate support. Think in terms of exact and measurable outcomes. This
ensures regular success and positive outcomes for pupils, teachers and
parents.
e.g. “By the end of March, John will work independently
for 5 mins once a day, 3 days per week.”
“John will work independently”
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Devising strategies
You will already have a large repertoire of management strategies that you
adapt to the needs of the children you teach. Hopefully there will be a few
strategies within the booklet that you can add to this. It is important to note the
strategies you have tried on the education plan so you can identify which are
useful / beneficial for the child. See Appendix 3 for some examples of
education plans.
Sometimes children with specific difficulties may be eligible for special
examination arrangements at secondary level. Guidelines are published each
year detailing criteria and procedures. If you are working with a child who may
benefit from special arrangements, it would be worth discussing this with the
SENCo and/or examinations officer in your school.
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