Teaching Students with Adhd

Teaching Students with ADHD

J. Palmer

Capella University

Abstract

In recent history, the number of students diagnosed with Attention Deficit Hyperactivity Disorder has grown tremendously; causing teachers to face new challenges on how to instruct students with behavioral and learning difficulties. Students with ADHD have not only the privilege, but also the right to learn according to the Public Law 94-142 and the Americans with Disabilities Act. There is growing debate about methods that are best for students with ADHD including reward systems for behavior, to medications administered to the individual. In order for a student to learn with ADHD, teachers should integrate a variety of techniques, a general knowledge of medications and ADHD itself.

Teaching Students with ADHD

Introduction

Sitting still, listen quietly, concentrating are characteristics of students inside of a classroom engaged in learning. But to a student who has Attention Deficit Hyperactivity Disorder, these tasks can be somewhat a difficult challenge. Inside of the public school system, ADHD has doubled its numbers from previous findings ten years ago. For three years, I have worked with adolescent teens in the foster care system that was placed inside behavioral facilities. One of the common diagnoses of the teens included ADHD. Seeing first hand the affects of ADHD, I chose this topic to further expand my knowledge of ADHD and what strategies could maximize learning within the classroom. One of my goals as an educational psychologist is to complete research that will help teachers instruct students with ADHD. Teachers are responsible for educating the minds of not only students who are gifted and talented, but also for the minds who have difficulty learning. Although children with ADHD experience significant academic and behavioral difficulties, research suggests that the majority of classroom teachers lack knowledge of what constitutes appropriate interventions and modifications (Parker, 1992). Since ADHD has become more prevalent in schools, teachers must learn strategies for students diagnosed with ADHD. This paper will examine general knowledge of Attention Deficit Hyperactivity Disorder, the effects of treatment with medication, and academic and behavioral interventions.

ADHD Inside the Classroom

To fully maximize learning potential with ADHD students, teachers must understand what ADHD means. Attention Deficit Hyperactivity Disorder is a lifelong neurodevelopmental disorder that affects the brain and results in a variety of inappropriate and maladaptive behaviors (Taylor and Larson, 1998). Although ADHD have many symptoms, three most identifiable symptoms are impulsivity, hyperactivity and inattention. Students with ADHD can be classified as being lazy, daydreaming, and show lack of enthusiasm. For these reasons, students with ADHD often fail at such task as completing projects, contributing materials to group activities and participating in group presentations (Taylor and Larson, 1998). If a student has a hard time sitting still and paying attention to the teacher, he or she will be unable to process the information given. Havoc is created when the student has difficulty learning and an inability to focus on information. Students showing symptoms of ADHD are more likely to perform lower academically then non-ADHD students (Barkely, 1990) and may not pay attention to instructions on given tasks. Since there are numerous symptoms of ADHD, the teacher must examine and identify his or her own set of needs; social, emotional, and intellectually. Based on the research of Bennett et al. (1996), Elliott (1988), Liu et al. (1991), and Power et al. (1995), it was predicted that: