ADHD

Running Head: DIFFERENTIATED INSTRUCTION: ADHD

Differentiated Learning and Instruction: ADHD

Jessica Porter, Charity Yates, and Tiffany Evans

Liberty University

Learning is important for everyone, and it is even more important to those with special needs. Children with learning and behavioral disorders need additional attention and instruction, and this responsibility falls on the (a) parents, (b) teachers, and (c) schools. Children with special needs are not always thought of as intelligent, but that is not true. In fact, many children that are diagnosed with ADD and ADHD are exceptional learners. Attention-deficit hyperactivity disorder, also known as ADHD, is now a common diagnosis among children and adults. The American Academy of Family Physicians (2009) explained their research on ADHD by defining what the special need entails, “People who have ADHD have trouble paying attention in school, at home, or at work. They may be much more active and /or impulsive than what is usual for their age.” Because ADHD has such a strong effect on a person’s emotional needs and learning abilities, it is more difficult for a student to concentrate and be focused on his work. In order to help a special needs child to succeed, many factors must come into play. With the assistance of (a) parents, (b) teachers, and (c) school districts, the children should be provided for in every manner so that the student can reach his full potential.
 * Abstract**

Several rumors have been formed about children with ADHD, and the majority of them have been proven untrue. According to //Scholastic Parent & Child Magazine// (2009) a few of the most common stereotypical thoughts are as follows: (a) ADHD is genetic, (b) children that have the disorder are all subject to be hyper, impulsive, and inattentive, (c) the medication given to the children is addictive, (d) the diagnosis of ADHD inevitably puts the child in a special program at school, and (e) the symptoms of the disorder sometimes only appear at adulthood. For each of these falsehoods, the magazine included a truth along with the myth. They explained that ADHD (a) has not been proven to be genetic, (b) some children only show signs of one symptom, (c) there has been little to no evidence of addiction to the prescribed medication, (d) not all ADHD individuals need to be placed in a special education environment, and (e) most people are diagnosed as children (2009). These common misconceptions sometimes leave the child to be misunderstood by his peers. If a child is dealing with some type of disorder, whether it is ADHD or another, it is important to treat each student with the same amount of respect and expectation. A child with a learning and behavioral disorder will need to be monitored more carefully; however, his disorder does not hold him back from being successful, and as the teacher, we have to be completely aware of all ADHD entails.
 * Myths of ADHD**

Because ADHD children have a tendency to be more hyper and erratic, it has proven to be more difficult for them to get along with their fellow classmates; however, this does not pertain to all ADHD students. Many children diagnosed with this disorder only have one symptom, but there are individuals that struggle with multiple signs of ADHD. Each child that is diagnosed is different. Although some may be similar, they do not all have the same kinds of struggles; a wide range of severity is found in this disorder. Some children have minor ADHD while others deal with many more issues that it brings. While this does not make them incapable of doing their school work, it does bring about some issues concerning their peers. According to Christiana Bellanti’s, P.h.D. (2009) research, she found that ADHD children are less likely to form friendships: Children with ADHD have fewer friendships and more conflicts with peers. Up to 50% are rejected by their peers and thus at risk for long-term negative consequences such as employment difficulties, depression and anxiety, school failure and substance use […] many children with ADHD are not lacking skills but rather they are not able to consistently, efficiently and flexibly display good social behavior in response to the demands of the environment. Even though ADHD children have a harder time of forming close relationships with their classmates, they still can obtain some type of connection. ADHD children are more likely to have trouble in the future because of their inability to establish bonds. The teacher needs to be aware and prepared for the adversity the disorder will bring to his/her classroom. Having a classroom full of children who all have different needs does not have to be negative. The situation of having a diverse classroom can move the students into a positive direction that everyone can learn from.
 * Social Issues**

No doubt about it, teaching an ADHD student along with children without special needs will be a difficult task. The teacher needs to be well prepared so he/she can be a more effective influence. The job of the teacher is to inform and guide the child in the way he should be learning, and it will prove to be more challenging with a special needs student. Progress is not always shown outwardly; however, the teacher cannot get discouraged. They are making a difference even if it is not observable yet. If the child does not seem to be paying attention to the educator or to anyone trying to help them, the teacher should form some type of support and communication system with the child’s parents. Hannah Hudson (2009) wrote about experiences with ADHD children, “When it comes to working with families of children with ADD and ADHD, experienced teachers all agree: Communication is the key.” Parents need to be involved with their children’s progress. A teacher can only do so much; the parents are ultimately the building blocks for the child’s success. If the parents want to find their child the best help and support, they can find it in their school system, and they should definitely be able to find it in their child’s teacher. Clear and excessive amounts of communication need to be involved when educating a child with special needs. They cannot always express what they do or do not understand; therefore, the support group that is formed will have to decide what is best for the child. A strong connection should be built between the teacher and parent regardless of the child’s learning ability. An association between the two will ensure the child’s success.
 * Working with ADHD**

Students with ADHD will succeed when their teachers are committed to helping them do their very best. One way to help is developing relationships with the students, both personal and academically. By forming this connection, the students will begin understand the different ways that the teacher responds to their work in school. The way in which a teacher responds to the child is critical to them learning effectively. When the teacher knows every aspect of the students' special needs, both the teacher and the student can learn effectively from each other. According to an educational research journal, J. Sherman, C. Rasmussen, and L. Baydala (2010), concluded that the effects of a teacher are extensive: Teacher factors have profound impacts on various outcome measures. For instance, gesture used by teachers can influence performance on certain academic puzzles by students with ADHD, and teachers' opinions about specific treatment options can impact student behavior and the types of interventions implemented in the classroom. Teachers who demonstrate patience, knowledge of intervention techniques, an ability to collaborate with an interdisciplinary team, and a positive attitude towards children with special needs can have a positive impact on student success (347).
 * Teachers' Impact**

When the teacher shows that he/she cares about the students and responds well to them, the ADHD students will be encouraged by her constant appreciation for them. **Feedback for Students with ADHD** Feedback to students who have ADHD is important because the child needs to understand how they are doing in class. Bardine (2010) notes that for ADHD students, writing is the area that they need feedback the most: "Often the sole response provided to students about their writing is teacher feedback. Frequently, these comments are the only guidelines for students during the revision process. Students with disabilities are unfamiliar with the characteristics of good writing and believe that the revisions may be unnecessary" (52). Children with ADHD seem to have a more difficult time with their writing skills, and teachers are expected to work with them on how to write effectively. Even students that do not have ADHD have a difficult time with writing; in a differentiated classroom, it may be a good idea to have a student without ADHD and a student with ADHD work together on writing projects to possibly help them learn from each other as well as from the teacher. Students, especially those with ADHD, need to know exactly what the teacher thinks of his/her writing skills. The teacher will significantly advance the student's thinking in the way that they write as well as doing their other school assignments. The importance of the teacher letting the ADHD student know how they are doing in class is imperative to their learning effectively and their application and understanding of the subject matter.

Students with ADHD need the continual support from their (a) parents, (b) doctors, (c) teachers, and (d) friends. They require all the help that they can possibly obtain from others. As the parents and teachers work together to help the student succeed in all areas of their life, the children will grow to reach the goals that have been set. Teachers can support the ADHD student by collaborating with (a) the principal, (b) other teachers, and (c) the parents to understand what the student's individual needs are. Parent-teacher interaction benefits all involved. As the teacher learns about the student’s home life, and the parents learns about the child’s academic progress, each will understand both sides and work together. Lesley Hughes and Paul Cooper (2010) talk about a book, written by Hugh Barr, being effective for "collaborating" among the teachers and professionals in the ADHD student's life. They think that the book is an effective tool for those involved in the child's life, and they think that application of this book would be beneficial (674). They are correct in their conclusion that the people involved in the ADHD student's life should work together to make him/her can be the best they can be. **Medication Use and Academic Achievement** Medication is an excellent way to help an ADHD student achieve and excel in school. According to Scheffler R., Brown T, and Fulton B. (2010), studies have shown that medicine helps the special needs child: A number of recent studies have confirmed that children with attention-deficit/hyperactivity disorder (ADHD) experience lower academic functioning in school, with lower grades, lower mathematics and reading test scores, and higher rates of grade retention and school dropout. In his recent study, Richard M Sheffler, Ph. D., and colleagues write that trials of stimulant medication treatment for ADHD have demonstrated improvements in a range of measuring of academic performance (4). The amount of medicine depends on the severity of the student’s symptoms. Doctors and parents discuss these measures and take steps to help the student in that area. Some ADHD students may have to be put on more medication than others based on their specific needs. Each student that has ADHD is different and most likely will respond to their medications differently. Therefore it is critical that the parents talk to their doctor and ask questions. Parents should pay close attention to their child that has ADHD and take care of all of their needs. **Schools Can Make a Difference** Schools can be of great help to students and families with students that have ADHD. As mentioned before, the teachers, principles, and professionals in the school can be exceptional with helping students with ADHD. Most have some kind of experience with working with students that have special needs. In the classroom, the teacher is the main advocate for helping the students. They make sure that the student has everything he/she needs for class. Adders.org (2010) talks about how the child should be treated and assigned to and into the classroom: The child needs to be placed to work alongside those of similar abilities, not only educationally/academically, but maturity as well; but fair structure is essential for daily activities and routine should be strictly adhered to; the teacher must be firmly in control of the class; and a small class size is beneficial for these children [...] (2). It is essential that the child benefits from all that the school can offer to help them to succeed academically. When the child has the proper work space and does not have much opportunity to be distracted it will help the student with ADHD greatly. As the teachers realize the student's specific needs, they will adhere to the possibilities of helping the student learn effectively.
 * Supporting the ADHD Student**

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References (2009). ADHD: 5 Myths-Busted. //Scholastic Parent & Child//, //16//(9), 60. Retrieved from Academic Search Complete database. (2009). ADHD medication use and academic achievement. //Brown University Child & Adolescent Behavior Letter//, //25//(7), 3-4. Retrieved from Academic Search Complete database. ADHD: What Parents Should Know. (2010, February 4). FamilyDoctor.org Bass, Sarah-Jane. (2010). How Schools Can Help. Retrieved on February 20, 2010, from http://adders.org. Bellanti, C. (2009). Fostering social skills in children with ADHD. //Brown University Child & Adolescent Behavior Letter//, //25//(1), 1-6. Retrieved from Academic Search Complete database. Hudson, H. (2009). Learning FROM ADHD. //Instructor//, //119//(3), 27-31. Retrieved from Academic Search Complete database. Low, Keath. (2008, August 29). School and ADHD- Strategies for School Success. Retrieved on February 20, 2010, from http://add.about.com/od/childrenandteens.htm. Morris Kindzierski, C. (2009). "I Like It the Way It Is!": Peer-Revision Writing Strategies for Students With Emotional and Behavioral Disorders. //Preventing School Failure//, //54//(1), 51-59. Retrieved from Academic Search Complete database. Sherman, J., Rasmussen, C., & Baydala, L. (2008). The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature. //Educational Research//, //50//(4), 347-360.

Questions: 1.) True/False. Has ADHD proven to be genetic? 2.) Who are the building blocks for the child’s success? a.) Parents b.) Teachers c.) Schools 3.) True/False. ADHD medication is addictive. 4.) What is a sign of ADHD? a.) Problem paying attention b.) Constant activity c.) Impulsivity d.) all of the above 5.) What is the key to a successful parent-teacher relationship? a.) Communication b.) Learning c.) Observing

= Handout = = Tips for Helping Children with ADHD in Your Classroom = * Be sure to give the child plenty of feedback o Academically o Socially o Behaviorally

* Assign a partner to him/her for additional help for the child during class work.

* Be clear, concise, and repetitious when giving instructions and directions. * Reward the child for a job well done!