Which strategy should a special education teacher recommend for a student with ADHD who does not participate in class activities?

Providing the student with content and questions ahead of time is an effective strategy for a student with ADHD who struggles with participation. This proactive approach allows the student to prepare mentally, reducing anxiety and uncertainty during class activities. By having the material in advance, the student can familiarize themselves with the concepts and formulate thoughts and responses, which can enhance their confidence and willingness to engage during discussions.

This strategy aligns well with best practices for supporting students with ADHD, as it helps to manage executive functioning challenges and allows for a smoother transition into active participation. Preparing the student helps create a sense of structure and expectation, which can reduce distractions and increase focus. Furthermore, it empowers the student to contribute meaningfully when they are ready, rather than simply responding under pressure without adequate preparation.

Engaging a student with ADHD in this manner can lead to increased participation over time as they become more comfortable and secure with the material and classroom environment.