Attention-Deficit/Hyperactivity Disorder (ADHD)

Vision Education Facilitators support schools and teachers by providing PLD that deliberately assists staff to adapt their practice to support the achievement of students with high needs.

Some of the characteristics of effective practice for students with special educational needs are listed on the Special Education Needs page.

Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) in childhood are persistent
overactivity, impulsiveness and inattention, although not all may be present.

Children receive a diagnosis if they have core symptoms of either attention problems or hyperactivity/impulsiveness, or both.

It is also necessary that:

  • symptoms are present in more than one setting, such as home and school, or with more thanone caregiver, such as parents and grandparents
  • symptoms result in significant impairment
  • the core problems have been present for at least six months – though in the vast majority of instances they have been present since the first years of life
  • the problems have begun before the age of seven years of age.


New Zealand Guidelines for the Assessment and Treatment of Attention-Deficit/Hyperactivity Disorder
Ministry of Health (2001)


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Skillful and Strategic Professional Learning

“Our Vision facilitator (Justine) built positive relationships with everyone she worked alongside and skillfully aligned her sessions with what we needed to develop in our practice based on our strategic aims.  Her professional development with staff has grown teacher knowledge, improved practice and accelerated progress for our learners.”

Tracey Bennett
Hautapu School

Knowledgeable and Authentic Professional Development

Benneydale School has been working with Leitia for 2 years in a wide range of capacities. Leitia has run a number of Teacher Only Days focusing on effective literacy practice in the classroom and she has modelled and supported best practice related to differentiated learning programs that support accelerated learning. Leitia has worked alongside teachers in the classroom providing feedback and support on teacher effectiveness. She has supported planning meetings with teachers and worked with them to refine their programs through using a coaching model. Evidence of teacher growth due to these coaching sessions can be seen in class practice. We have found Leitia to be very knowledgeable, quick to understand our needs and work with us to create our own PLD journey. I would recommend Leitia as a facilitator for any school wanting to provide authentic opportunities for staff to challenge their thinking and work towards enhancing their practice for the benefit of all learners.

Vanessa Te Huia
Benneydale School