ADHD
BY: Abbie Wilson
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Learning Targets:
Define ADHD
Explain why classroom management and environments need to better support students with learning disabilities.
Describe how individuals can support students with ADHD to achieve better academics.
Teachers will be able to explain ADHD and how we, as teachers, can support and adapt our classrooms to help students with ADHD.
Do you or anyone you know suffer from the effects of ADHD in an educational setting?
What is ADHD and how does it affect students?
An estimated one in thirty children and students are affected by ADHD. Children and Adults with Attention Deficit Hyperactivity Disorder (ADHD) tend to have difficulty focusing, maintaining focus, staying still, following instructions, and controlling their impulsive behaviors (ADHD Foundation, 2022). When challenges like these are faced, it may result in issues with forming social relationships and academic success. Children and students with ADHD have increased rates of school detention and expulsion and decreased rates of high school graduation and postsecondary degrees (Loe & Feldman, 2007). ADHD affects children more than just psychologically; it physically affects the way they learn and retain information.
Why is a structured, supportive classroom environment with clear expectations, routines, and positive reinforcement important for ADHD students?
Students and children with ADHD thrive off of supportive classrooms filled with structure. A structured classroom allows neurotypical and ADHD students an opportunity to stay on track and progress through curricula promptly. To properly support students with ADHD, teachers should encourage organization in the classroom by giving ADHD students a checklist and to-do list each day (ADHD Foundation, 2022). To start, the tone of the teacher sets it all. Students with ADHD have a difficult time being able to verbally and physically express their thoughts and feelings. If ADHD students walk into class every day with a teacher who is unengaging, they are less likely to be focused and attentive. Therefore, teachers should strive to have a patient and flexible attitude. It is recommended that students with ADHD be assessed through smaller units and subunits (Daley & Birchwood, 2010). This is because when students with ADHD are given assessments that are long and drawn out, they become more inclined to act out or distract themselves and other students. Versus when shorter assessments are conducted, ADHD students are more enticed to finish the work and give it their full attention. Participation can be difficult because ADHD students often have a hard time finding the words they are looking to speak. Therefore, positive reinforcement and the reward system can be beneficial ways teachers can encourage ADHD and neurotypical students to actively participate.
How can students, teachers, and parents help bridge the gap between ADHD students and poor academics?
Students with ADHD require a lot of additional support compared to neurotypical children. ADHD students lack time management skills and the ability to effectively stay on task. Parents can assist children with ADHD by getting them the proper medical diagnoses as well as working side by side with the child’s teacher and administrators to support the child academically and emotionally in any extra way. Developing a plan that is specifically tailored to your child and their learning disability is extremely effective when trying to map out the future progress of your child (CDC, 2024). Strong parent-child relationships are essential for children with ADHD due to the amount of negative feedback and bullying received by peers concerning ADHD students (Mautone et al, 2011). IEP and 504 plans are another great option for children and students with ADHD. A 504 plan can be used for a student with ADHD to provide services and changes to the learning environment itself to meet the specific needs of the child. This can be seen by adequately adjusting a seating arrangement for a child with ADHD so they can better focus, or giving the child a separate room to test in. An IEP provides ADHD students with the ability to individualize educational services to meet the individual needs of the child. This can be shown by printing out notes for an ADHD student so they can have a printout in front of them to look at and stay on track with classmates or by giving the child an extension on due dates so they have more time to turn in work. By giving the student the ability to tailor their education to their own needs they are more likely to be successful academically.
Final Thoughts & Reflection
Based on the information I have gathered and reviewed from the articles mentioned above, I can conclude that children and students with learning disabilities such as ADHD require increased physical and emotional support (ADHD Foundation, 2022). This is because students with ADHD are more than just being hyperactive and unfocused. Without support from parents, peers, and teachers, students with ADHD are often unable to explain to others what is going on inside their heads without feeling judged. I believe as a teacher; it is important to remember that patience is key when it comes to children with learning disabilities. As teachers and future educators, we must be willing to work with the students and parents to help children to the best of our ability to make sure they are successful in all they do.
Questions
What are some of the key challenges that students with ADHD face in a classroom setting, and how do these challenges impact their academic success?
A) ADHD only affects behavior, not learning, so there is little academic impact.
B) Students with ADHD learn at the same pace as others but prefer to work alone.
C)They struggle with focus, impulse control, and organization, which can lead to lower academic performance.
D) They tend to have stronger attention spans than their peers, making it easier to complete assignments.
Imagine you have a student with ADHD in your classroom who struggles with staying on task and completing assignments. What specific strategies would you implement to support their learning?
A) Discourage the use of checklists and visual aids to promote self-reliance.
B) Expect them to adapt to the classroom environment without modifications.
C) Give them long, uninterrupted work periods to encourage independence.
D) Use structured routines, break tasks into smaller steps, and provide movement breaks.
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Answers: A, B
References:
ADHD Foundation. (2022). Teaching and managing students with ADHD. ADHD Foundation. https://www.adhdfoundation.org.uk/wp-content/uploads/2022/03/Teaching-and-Managing-Students-with-ADHD.pdf
Centers for Disease Control and Prevention. (2024). Classroom strategies to help children with ADHD. Centers for Disease Control and Prevention. https://www.cdc.gov/adhd/treatment/classroom.html
Daley, D., & Birchwood, J. (2010). ADHD and academic performance: Why does ADHD impact academic performance and what can be done to support ADHD children in the classroom? Child: Care, Health and Development, 36(4), 455–464. https://doi.org/10.1111/j.1365-2214.2009.01046.x
Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with ADHD. Journal of Pediatric Psychology, 32(6), 643–654. https://doi.org/10.1093/jpepsy/jsl054
Mautone, J. A., Lefler, E. K., & Power, T. J. (2011). Promoting family and school success for children with ADHD: Strengthening relationships while building skills. Theory Into Practice, 50(1), 43–51. https://doi.org/10.1080/00405841.2010.534937
How I used AI: I used AI to put my references in alphabetical order, create my teaching philosophy picture, and create my application and knowledge questions. I also used AI to summarize my readings, as well as look for any plagiarism in my work. I did all of this using ChatGPT.com. AI was extremely helpful in this assignment; I was able to use it to further expand my knowledge of ADHD.
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