Q: Using the model for accommodating the needs of diverse learners as a guide, discuss how Miss Lim could better manage Paul's case. What would you suggest Miss Lim do in terms of provisions/accommodations to meet Paul's needs? Make recommendations only in areas that are appropriate and prioritise where necessary (12 marks)
Preferential Seating:
- Avoid seating Paul near windows and open doors
- Seat Paul around positive peer models.
- Seat Paul in front of the classroom within an arm's length of the teacher's reach; this allows re-directing Paul's attention quickly when necessary
- Use a quiet carrel or corner for seat work. (But be sure to help Paul understand that this is not a punitive, but rather a supportive gesture)
(Lay 2007, pg. 252)
Communicating With the ADHD child
- Before you give instructions, insist on body readiness (e.g., eye contact)
- Keep instructions short (i.e., give two-step or at most three-step instructions)
- First, tell Paul what you are about to tell him/her; second, tell him/her; third, ask him/her to repeat what you have just told him/her.
For example, "Paul i am going to tell you two things. First, take your English assignment and a pencil to your quiet work corner. Second, do the first two questions. What are the two things you need to do?"
Or : "Paul, go group with James. Secondly, participate and come up with 4 suggestions for the group. Now Paul, what two things do you need to do?"
(Lay 2007, pg. 252)
Adjusting Assignments
- Break a lengthy assignment into smaller chunks and give deadlines for sub-tasks. This helps to make a long assignment more manageable and allows Paul to focus attention on small portions, a bit at a time.
- Explain what is meant by a completed task. For example, your English homework is completed when you have answered all the questions and checked for spelling errors.
- Consider using a 10-minute timer for seatwork. Give praise for work completed with accuracy within the time limit.
- On long assignments, it is preferable to have Paul check in with the teacher at 10- to 15- minute intervals. This allows Paul an energy break and provides the teacher an opportunity to give immediate feedback and praise for good work and/ or effort.
(Lay, 2007, pg. 253)
Structuring Instruction
- Vary instructional media, materials and presentation formats when you teach.
- Use computer programmes for short drills and practices.
- Use graphic organisers (e.g., story maps, Venn diagrams, plot profiles, character webs) to enable Paul to visually organise learning instead of just rattling off a power-point. .
- Give opportunities to learn in small groups or one-to-one settings.
- Set expectations a little lower and increase praise and encouragement for effort.
- Have Paul keep a journal of his/her thinking, reasoning, questions and understanding of concepts.
- Provide opportunity for the Paul to stretch, stand up and walk around briefly (e.g., ask the child to clean the whiteboard, hand out worksheets or get a drink of water at the cooler).
- Teach Paul to make a schedule or a daily 'things-to-do' list and reward good organisation.