RINE Research Journal 6: AD/HD

As my research steers away from the identification and classification of AD/HD towards real-world responses to it, I have been drawn to Craig Wright's short but helpful article "Practically Speaking: ADHD In The Classroom". Wright describes a number of traits common to children with AD/HD and links them to practical strategies and techniques that teachers can employ to assuage their impact on the student's learning.

I have been struck by the prevalence of Universal Design for Learning in many of the recommendations made for accommodating students with special needs, and this is especially the case for students with AD/HD. As Wright explains, issues such as working memory deficiency and a lack of internal motivation can be minimised with carefully scaffolded learning experiences. For example, since their lack of working memory affects a child with AD/HD's perception of time, they are less likely to show goal-oriented behaviour, especially when it comes to long term goals (Wright, 2006, p. 4). Teachers can adapt activities to a child with AD/HD simply by breaking tasks down into smaller, shorter term goals, which for the child with AD/HD are more easily attainable. This approach to scaffolding large tasks is undoubtably beneficial for all students who struggle with procrastination and the daunting task of a large school assignment.

Similarly, Wright identifies the student with AD/HD's lower ability to internalise rules (both classroom and school rules, as well as unwritten social rules and teacher/parent expectations). Frequent reminders, for example in the form of class rules posted on a wall or represented visually, will help to reinforce expectations (Wright, 2006, p. 4). Again, this concept will benefit all students in the class.

Wright also points out that students with AD/HD, owing to their working memory deficiency, sometimes have difficulty recalling information from their short term memory, particularly as they read texts. Some students comment that by the time they get to the bottom of a page, they have forgotten what was at the top. Wright recommends that "students with ADHD ... should be taught to become active readers ... [using] strategies such as highlighting ... underlining, writing notes ... and making ongoing summaries." (Wright, 2006, p. 7) This recommendation is clearly applicable to all secondary students and is an obvious example of Universal Design for Learning. Active reading is the key to getting the most out of any source during assignment research, yet it is a strategy that is allowed to develop on its own in many cases. By explicitly teaching this reading strategy to all students, teachers can scaffold students with AD/HD's literacy development at the same time as extending other student's research skills.

Source:

Wright, C. (2006) "Practically Speaking: ADHD In The Classroom", Special Education Perspectives, 15(2), 3-8.