ADHD
Definition:
ADHD is Attention Deficit Hyperactivity Disorder and is demonstrated by students who display behaviour and learning problems. This disorder impacts a student’s ability to function socially and academically (APS, 2012).
Impact on Student Learning
ADHD impacts significantly on student’s ability to access the curriculum and learn academically. Some characteristics of students with ADHD as outlined by Sandra Rief (2012) include:
- Easily distracted by extraneous stimuli.
- Does not seem to listen when spoken to directly.
- Difficulty remembering and following instructions.
- Difficulty sustaining attention in tasks and play activities.
- Difficulty sustaining level of alertness to tasks that are tedious, perceived as boring, or not of one’s choosing.
- Forgetful in daily activities
- Does not follow through on instructions and fails to finish schoolwork, chores and other duties
- Tunes out
- Daydreams
- Appears confused
- Easily overwhelmed
- Difficulty initiating or getting started on tasks
- Does not complete work
- Avoids, dislikes, or is reluctant to engage in tasks requiring sustained mental effort
- Difficulty working independently
-Gets bored easily
-Sluggish or lethargic
-Fails to pay attention to details and makes many careless mistakes
-Poor study skills
-Inconsistent performance
-Loses things necessary for tasks or activities
-Disorganised
-Difficulty organising tasks and activities
-Little or no awareness of time
-Procrastinates
All these characteristics have a negative impact on learning. Due to an inability to concentrate students may miss crucial information and fall behind academically.
Impact on Teaching
Having students with ADHD in the classroom can impact on the teachers ability to teach effectively, if there are not strategies in place. The impacts ADHD has on students as outlined above also have an impact on teaching. Due to a lack of focus on tasks the teacher may be required to spend copious amounts of class time attempting to grab the attention of students with ADHD and direct them back to task. This may take time away from other students and cause the teacher to become stressed and not provide the best education they are capable of.
Teaching Strategies
There are a number of teaching strategies that can be adopted to meet the learning needs of students with ADHD. The following strategies can also be applied to many students within the classroom and not just limited to students with a special learning need.
Silvia DeRuvo (2009) states that students should be active participants in their learning rather than being simply passive observers (p. 27) and for this to occur the classroom needs to be student-centred on focus on the needs of the learner, rather than being a teacher-centred classroom (p. 28).
DeRuvo (2009) suggests the following techniques for teachers that can assist with effect learning by students with ADHD (p. 29):
- Asking students to identify similarities and differences
- Teaching students to summarise and take notes
- Reinforcing effort and providing recognition
- Focusing on the important aspects of homework and practice
- Using non-linguistic representations
- Facilitating co-operative learning
- Setting objecting and providing feedback
- Challenging students to generate and test hypotheses
- Using cues and questioning
The implementation of these strategies provides the type of instruction that meets the needs of many students with attention issues related to ADHD (DeRuvo, 2009, p. 30). Most importantly the teacher should make the learning meaningful (DeRuvo, 2009, p.31) because when tasks hold meaning students with ADHD are more likely to remain engaged, focused and on task (DeRuvo, 2009, p. 34).
Support Networks in Schools
Within schools there is support available for students with ADHD and the teachers who have students with ADHD in their classroom. Many State Governments provide information and strategies for teachers and advice on how to best meet the learning needs of students with ADHD.
Support Networks in the Community
‘Every day with ADHD’ is a support network that is available to those who have ADHD who for the family and carers of those with ADHD. This organisation offers information and resources which can help with dealing with ADHD. They also run workshops with practical information on dealing with ADHD. The ‘Every day with ADHD’ also offers links to other support networks specific to Australian states and territories.
Every day with ADHD website: http://www.everydaywithadhd.com.au/
Relevant Legislation
There is a large amount of International and National legislation which applies to the teaching of children with ADHD in Australian schools.
The Children's Services Act 1996 outlines that all children in Australia have the right to access quality education. Children with ADHD have the same right as all other children in Australia to attend school and receive an education which meets their individual needs (Australian Government, 1996).
The Children, Youth and Families Act 2005 is like this Children’s Services Act 1996 and also outlines that all children have the right to attend school and receive an education which meets their needs. Teachers need to ensure they are aware of the learning abilities and needs of a child with ADHD and provide them with a quality education (Australian Government, 2005).
In the Disability Discrimination Act 1992 it outlines that all students, regardless of different abilities, can access an education free from discrimination. Students with ADHD are entitled to attend a mainstream school, if it meets their needs (Australian Government, 1992).
The Education and care Services National Law Act 2010 outlines the desire for teachers to continue to improve the quality of their education. Teachers should strive to improve their teaching to ensure it meets the needs of students in their classrooms with ADHD (Australian Government, 2010).
When teaching students with special needs it is outlined in Education and Training Reform Act 2006 that teachers are to adjust their teaching to meet the needs of students in their classroom. Teachers should discover how best their student/s with ADHD and adjust their teaching accordingly. The teacher should always strive to provide the best education possibly to meet the individual needs of students (Australian Government, 2006).
Regardless of mental ability, under the Mental Health Act 1986 all Australians have the right to receive an education free from discrimination which meets their educational needs (Australian Government, 1986).
The Universal Declaration of Human Rights 1948 states that it is a human right for children, including those with ADHD, to access education (United Nations, 1948).
Useful Links
Behavioural Neurotherapy Clinic: http://www.adhd.com.au/
National Institute of Mental Health: http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml
Australian Psychological Society: http://www.psychology.org.au/community/adhd/
ADHD is Attention Deficit Hyperactivity Disorder and is demonstrated by students who display behaviour and learning problems. This disorder impacts a student’s ability to function socially and academically (APS, 2012).
Impact on Student Learning
ADHD impacts significantly on student’s ability to access the curriculum and learn academically. Some characteristics of students with ADHD as outlined by Sandra Rief (2012) include:
- Easily distracted by extraneous stimuli.
- Does not seem to listen when spoken to directly.
- Difficulty remembering and following instructions.
- Difficulty sustaining attention in tasks and play activities.
- Difficulty sustaining level of alertness to tasks that are tedious, perceived as boring, or not of one’s choosing.
- Forgetful in daily activities
- Does not follow through on instructions and fails to finish schoolwork, chores and other duties
- Tunes out
- Daydreams
- Appears confused
- Easily overwhelmed
- Difficulty initiating or getting started on tasks
- Does not complete work
- Avoids, dislikes, or is reluctant to engage in tasks requiring sustained mental effort
- Difficulty working independently
-Gets bored easily
-Sluggish or lethargic
-Fails to pay attention to details and makes many careless mistakes
-Poor study skills
-Inconsistent performance
-Loses things necessary for tasks or activities
-Disorganised
-Difficulty organising tasks and activities
-Little or no awareness of time
-Procrastinates
All these characteristics have a negative impact on learning. Due to an inability to concentrate students may miss crucial information and fall behind academically.
Impact on Teaching
Having students with ADHD in the classroom can impact on the teachers ability to teach effectively, if there are not strategies in place. The impacts ADHD has on students as outlined above also have an impact on teaching. Due to a lack of focus on tasks the teacher may be required to spend copious amounts of class time attempting to grab the attention of students with ADHD and direct them back to task. This may take time away from other students and cause the teacher to become stressed and not provide the best education they are capable of.
Teaching Strategies
There are a number of teaching strategies that can be adopted to meet the learning needs of students with ADHD. The following strategies can also be applied to many students within the classroom and not just limited to students with a special learning need.
Silvia DeRuvo (2009) states that students should be active participants in their learning rather than being simply passive observers (p. 27) and for this to occur the classroom needs to be student-centred on focus on the needs of the learner, rather than being a teacher-centred classroom (p. 28).
DeRuvo (2009) suggests the following techniques for teachers that can assist with effect learning by students with ADHD (p. 29):
- Asking students to identify similarities and differences
- Teaching students to summarise and take notes
- Reinforcing effort and providing recognition
- Focusing on the important aspects of homework and practice
- Using non-linguistic representations
- Facilitating co-operative learning
- Setting objecting and providing feedback
- Challenging students to generate and test hypotheses
- Using cues and questioning
The implementation of these strategies provides the type of instruction that meets the needs of many students with attention issues related to ADHD (DeRuvo, 2009, p. 30). Most importantly the teacher should make the learning meaningful (DeRuvo, 2009, p.31) because when tasks hold meaning students with ADHD are more likely to remain engaged, focused and on task (DeRuvo, 2009, p. 34).
Support Networks in Schools
Within schools there is support available for students with ADHD and the teachers who have students with ADHD in their classroom. Many State Governments provide information and strategies for teachers and advice on how to best meet the learning needs of students with ADHD.
Support Networks in the Community
‘Every day with ADHD’ is a support network that is available to those who have ADHD who for the family and carers of those with ADHD. This organisation offers information and resources which can help with dealing with ADHD. They also run workshops with practical information on dealing with ADHD. The ‘Every day with ADHD’ also offers links to other support networks specific to Australian states and territories.
Every day with ADHD website: http://www.everydaywithadhd.com.au/
Relevant Legislation
There is a large amount of International and National legislation which applies to the teaching of children with ADHD in Australian schools.
The Children's Services Act 1996 outlines that all children in Australia have the right to access quality education. Children with ADHD have the same right as all other children in Australia to attend school and receive an education which meets their individual needs (Australian Government, 1996).
The Children, Youth and Families Act 2005 is like this Children’s Services Act 1996 and also outlines that all children have the right to attend school and receive an education which meets their needs. Teachers need to ensure they are aware of the learning abilities and needs of a child with ADHD and provide them with a quality education (Australian Government, 2005).
In the Disability Discrimination Act 1992 it outlines that all students, regardless of different abilities, can access an education free from discrimination. Students with ADHD are entitled to attend a mainstream school, if it meets their needs (Australian Government, 1992).
The Education and care Services National Law Act 2010 outlines the desire for teachers to continue to improve the quality of their education. Teachers should strive to improve their teaching to ensure it meets the needs of students in their classrooms with ADHD (Australian Government, 2010).
When teaching students with special needs it is outlined in Education and Training Reform Act 2006 that teachers are to adjust their teaching to meet the needs of students in their classroom. Teachers should discover how best their student/s with ADHD and adjust their teaching accordingly. The teacher should always strive to provide the best education possibly to meet the individual needs of students (Australian Government, 2006).
Regardless of mental ability, under the Mental Health Act 1986 all Australians have the right to receive an education free from discrimination which meets their educational needs (Australian Government, 1986).
The Universal Declaration of Human Rights 1948 states that it is a human right for children, including those with ADHD, to access education (United Nations, 1948).
Useful Links
Behavioural Neurotherapy Clinic: http://www.adhd.com.au/
National Institute of Mental Health: http://www.nimh.nih.gov/health/publications/attention-deficit-hyperactivity-disorder/complete-index.shtml
Australian Psychological Society: http://www.psychology.org.au/community/adhd/