ABSTRACT
Children with Attention Deficit Hyperactivity Disorder (ADHD) can be successfully managed in mainstream schools and it seems that there are two main components of effective provision. The first of these may appear quite straightforward and simple: basically, if a student with ADHD is interested in the task he/she is set and achieving success with it, he/she is less likely to be distracted or disruptive. The other issue is whether the incentive for completing the task, and the sanction for not doing it, are meaningful to the child and effective in achieving compliance. The behaviour of a child with ADHD can be frustrating and annoying. But it’s crucial for teachers to remember that he/she is not doing it on purpose; although there is no obvious physical disability, ADHD is a genuine medical condition. Students with ADHD are more likely to comply or be hooked into task completion and behavioural targets if they get a positive response to their efforts.
