David Weinman

Learning Communities II: Diversity

Professor: Duarte

Investigation Paper:

Elementary ADHD Students: They Too Can Focus and Learn

For many teachers, having students classified with attention deficit/hyperactivity disorder (ADHD) in the classroom can be problematic, stressful, and require more effort to accommodate to than students without the disorder. “ADHD is a chronic condition that is thought to affect from 3% to 5 % of school-age children in the United States,” (Schnoes, C., Reid, R., & Marder, C. 2006). Within an elementary school classroom, teachers are providing more accommodations for students with ADHD that beyond protocols. Teachers are going beyond standardized classroom management practices, and it requires extra planning and implementation of techniques for ADHD student school success.

ADHD Students in The classroom:

Elementary students with ADHD have a variety of issues in the classroom. They lack self-control, they have elevated hyperactive activity, difficulty recalling memories, and not always successful independently. “Students with ADHD seriously disrupt the teaching process and impede their own learning, including off-task behavior, motoric restlessness, and intrusive verbalizations,” (Green, Beszterczey, Katzenstein, Park, Goring, 2002). ADHD “children experience difficulties in behaviors crucial to academic success, such as maintaining attention, modulating activity levels, inhibiting impulsive responses, and persisting with academic tasks,” (Schnoes, C., Reid, R., & Marder, C. 2006). “Children with ADHD often cannot focus on details, have difficulties in following directions and are easily distracted; they tend to talk excessively and frequently interrupt others; and they usually have difficulty sustaining attention in tasks and, consequently, fail to finish them, (Wang, Bernas, Eberhard, pg. 217). ADHD students “appear off task, day dreaming, not successful independently, have interpersonal problems, experience peer rejection, and misinterpret social cues,” (Taylor & Larson 1998). An ADHD student’s ability to process information, focus on what is relevant to the current discussion, and complete assignments can be limiting at times. Within the classroom, students with ADHD may not be able to sit still, and have to work standing up just to focus. ADHD students may develop a diminished “self esteem, depression, mood swings, lack of emotional control, and excessive anxiety, (Lerner, Lerner, 1991). Some ADHD students can only focus on a task without any distraction from other students. ADHD students can show difficulty with being able identify specific social cues. They can’t understand what is appropriate behavior, and won’t recognize when they are being inappropriate. When working with other students, hyperactive students may intentionally bug other students (poking, prodding, distracting others) for attention. ADHD students can show difficulty interacting with large groups, because they are over stimulated, they need to move around, and can’t sit still or focus long enough to follow directions. ADHD elementary students sometimes will only be able to focus on the task when it a repetitive action. If the student has done the task before, and enjoyed completing it, then they are more likely to focus to repeat it.

Teaching Methods:

Elementary school teachers have to realize that no ADHD student is going to be the same. Every student is going to learn in a different way, and need specific things that enable them to learn best. “If children with ADHD spend the majority of their time in the general education classroom, general education teachers’ ability to understand them and intervene effectively may be crucial to their success,” (Schnoes, C., Reid, R., & Marder, C. 2006). Developing best practices for elementary students with ADHD is a difficult process. Every ADHD student is going to have different symptoms of their learning disability, and require special attention at times that is not always available. It is important that teachers “be aware of ADHD classifications, diagnostic procedures, and behavior characteristics can help teachers understand how to approach instruction with children and ADHD,” (Taylor & Larson 1998). It is important that teachers be able to adapt teaching methods to various subjects, especially with ADHD students.

When teaching reading skills, teachers should provide a repetition of rules to ADHD students. This will potentially provide them multiple opportunities to grasp what the directions are and follow them. Teachers should help ADHD students by breaking down assignments into pieces so that simple directions can be given to each part of the assignment. A treatment approach for students with ADHD is “behavior interventions, classroom modifications, and accommodations,” (Schnoes, C., Reid, R., & Marder, C. 2006). With the teacher’s support the student keep on a track, feel a sense of accomplishment with the completion of each step within the process. It is important for teachers to select materials that are suitable for the ADHD students abilities that is of high interest and relevant to the core of the curriculum. It is important that teachers “preview with students difficult words and phrases, break the reading text into small components, highlight relevant information, and allow time for students to rehearse reading a passage,” (Taylor & Larson 1998). One potential method to assist ADHD students in learning to read more affectively is to pair a strong reader with them. Elementary teachers can prevent peer rejection by providing “rewards (positive reinforcement) to students working with peers with ADHD, (Taylor & Larson 1998). It is important the ADHD students have limited distractions around their desks when working. To accomplish this, a teacher should arrange the ADHD student’s desk in the classroom so that they can focus on the teacher, but not be distracted by their peers or classroom environment. It is important that ADHD students be prepared with the supplies they need to complete a project. A teacher should be aware of this, and have the student keep what they need in their desk a head of time. It would be a distraction to the class to have an ADHD student constantly getting up and moving around looking for supplies. (Gigout-Hues, L. 2006). Teachers need to set consist schedules so that the ADHD students can fall into a routine. This way ADHD students can learn to keep track of time, and when and where they are supposed to be working on specific tasks, (Gigout-Hues, L. 2006). Techniques that can be used to keep ADHD students from being overwhelmed with assignments, is to break long assignments into multiple parts, (Woolfolk, pg 139).

It is important that teachers adapt their class schedule to the needs of the ADHD students. For example, have students accomplish the more difficult material early in the day, instead of later when they are less likely to focus, (Classroom Connection, 2006). Teachers should focus the pace of the class and how long activities will take when working with ADHD students to have their attention at its fullest potential. It is important that teachers provide ADHD students with breaks between activities so that they are not being forced to sit still for extended periods. Teachers should “provide overactive students with motor breaks (e.g. drink of water, stretching, extended recess, running errands),” (Taylor & Larson 1998). It is very important that teachers provide ADHD students the support and scaffolding they need to develop good study skill habits, and positive reinforcement for successful completion of tasks.

Reflection:

This study demonstrates how teachers have the responsibility to know their students as best as they can in order to teach them to the most optimal way. Teaching elementary students with ADHD is not an easy task. It requires patience, discipline, organization, a positive attitude, a welcoming personality, and a willingness to be supportive. A teacher must be willing to be a responsible, supporting educator to all their students, regardless of whether they are diagnosed with ADHD or not. In schools, there is usually extra support available to assist ADHD students that require it.

There are many signs to look for when trying to identify students as ADHD. As a teacher, I need to be able to recognize these signs. I will do my best to determine the best possible strategies to support students who are over stimulated, can’t settle down, are able to sit still, cannot focus on a task, need more social cues, or need special seating arrangements. I can work with the parents of the students, and coordinate with them objectives, and a consensus for what is best for their child’s needs. I can recommend the student have in class aid if needed.

Based on the research found, I have not changed my opinion of ADHD students, or my willingness to not want to teach them. The purpose of this paper was to investigate a group that I wanted to learn more, so I could do my best as a teacher to support that diversity. I am willing to support all my students in my classroom, and do my best to fulfill their learning needs. If I am unable to provide all the support my ADHD students need, then I will look for other resources among faculty, staff, or outside resources that the school has access to. By researching ADHD students, I will be able to demonstrate my ability to provide a higher quality of classroom assistance, adapted teaching methods, and management to these students within my own classroom.

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