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Primer text from the College of William & Mary.https://education.wm.edu/centers/ttac/documents/packets/adhd.pdfMany students with ADHD have significant difficulties with organization. 
They are more likely to respond positively when teachers establish class routines and set procedures and maintain a well-organized learning environment. Clear rules and advanced planning are keys to success for teachers of students with ADHD.The following organizational supports are particularly useful. Students should be taught to use these tools through teacher modeling and guided practice with feedback before being expected to use them more independently.Assignment Notebook: Provide the student with an assignment notebook to helporganize homework and seatwork.Color-Coded Folders: Provide the student with color-coded folders to helporganize assignments for different academic subjects.Homework Partners: Assign the student a partner who can help record

ADHD Students and Classroom Considerations
https://education.wm.edu/centers/ttac/documents/packets/adhd.pdf
The culture of the classroom can either support or create barriers to student success (Piffner,2011). 

Factors that foster attention, positive behavior, and academic and social success includeestablishing positive relationships with students, adopting classroom management techniques,and creating a physical arrangement that facilitates learning.
It is often a positive relationship with one teacher that facilitates school success for a studentwith ADHD (Piffner, 2011). 

Families are invaluable resources for teachers. 
Websites: A homework website that provides assignments for the week is very helpful toparents and guardians of students with ADHD. Class news regarding projects and theweek’s instructional topics can also be posted.

ADHD Students, Home-School Collaboration, and Communication - ADDED
Families are invaluable resources for teachers. 
Websites: A homework website that provides assignments for the week is very helpful toparents and guardians of students with ADHD. Class news regarding projects and theweek’s instructional topics can also be posted.

https://www.sciencedaily.com/releases/2016/10/161013103134.htm

Attention-deficit hyperactivity disorder (ADHD) is a very common condition diagnosed mainly in children. 
According to the Centers for Disease Control and Prevention (CDC), 6.4 million children between four and 17 years of age have been diagnosed with ADHD as of 2011.

This primer is designed to help you understand ADHD at a deeper level and combat misconceptions. 

Fact: An ADHD diagnosis requires observations of numerous symptoms in multiple settings and evidence of significant impairment.

Children are inherently energetic, sometimes even rowdy. If unruly behavior is the only symptom, then it’s difficult for a professional to say that their problem is truly a mental illness.

“ADHD is a real mental disorder. There are a myriad of reasons why children are inattentive, such as anxiety or inadequate sleep, but a child with attention-deficit disorder (ADD) or ADHD does have a condition. Diagnosis will require observations of numerous symptoms in multiple settings and evidence of significant impairment.” - Joshua Cabrera, MD, clinical psychiatrist and assistant professor at the Texas A&M College of Medicine.

The main symptoms of ADHD are inattention, hyperactivity and impulsivity. 

These can manifest in different ways: persistent fidgeting, being easily distracted or forgetful and difficulty waiting for a turn.

Culture of Collaboration
Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner.
Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects.
Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses. 
Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units.
The following strategies can be used to address these needs.
Deconstructing Tasks: Break tasks into smaller units.o Limit amount of work per page.o Cover up part of the work on a page.o Allow extra time for completing tasks.o Provide work breaks.o Allow student to use a computer to type or to use speech-to-text software.o Reduce the length of written assignments.
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Limit amount of work per page.
Cover up part of the work on a page.
Allow extra time for completing tasks.

In the current scenario, mark sheet of the individual students are maintained by respective universities. No third party authority or any person is appointed to validate the marks or degree obtained by the student as per records of the university. If the universities decide to verify each student’s mark sheet or certificate then entire process will have to be carried out manually.
 
Block chain technology can help to eliminate such issues by offering features such as information collaboration and validation which can help to validate the student degree or marks obtained. We can see more new concepts and ideas related to collaboration oriented processes in block chain especially developed for education sector.

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