Sharing Student Projects

"This summary will expand further on attention deficit hyperactivity disorder [ADHD] by elaborating on the information presented on the poster, such as strengths, challenges and barriers to accessing age-appropriate curriculum for children with ADHD. Additionally, there will be suggested strategies and resources supported by literature of ways children with ADHD can be supported in the classroom and their individual needs met. Attention deficit hyperactivity disorder [ADHD] is a lifelong neurodevelopmental disorder, that ranges on a spectrum of severity. ADHD is the most common neurodevelopment disorder in the UK, it is estimated to be prevalent 2-5% of school-aged children, and most prevalent in boys (ADHD UK, no date). ADHD impacts upon children’s ability to focus, regulate impulses and complete tasks in an effective time manor. As ADHD is a neurodevelopmental disorder it impacts on children’s academic success and personal development. Even from pre-school age research has found children with ADHD or who present symptoms of ADHD are behind their fellow classmates in school readiness and basic academics (May et al., 2021). This highlights the importance for teachers and educators to begin implementing strategies to break the barriers to learning from as early on as possible to ensure the gap closes rather than opens.

To help begin to break barriers to learning teachers can use strengths of children with ADHD to further their learning and personal development. White & Shah (2011) suggested children with ADHD often are creative thinkers and are novel problem solvers due to being more flexible thinkers. Their creativity can generate different ideas and thoughts through using their imagination. Therefore, it is important to implement opportunities to allow creativity i.e., art, DT or creative writing, or using their problem-solving skills for practical activities such as experiments. However, although their creativity is a strength it may require some guidance or structure to ensure they are meeting the desired learning outcomes. Similarly, with hyper-focus, using a personal interest can engage and enhance learning as they are passionate about the topic or subject, and their concentration lasts on the activity.

Although this is a strength and can encourage a love for learning, it is important structure remains within the lesson and classroom as hyper-focus can remain for extended periods of time and become difficult to move the child to a different task, lesson etc., (Hupfeld et al., 2019). Therefore, the role of the teacher is to ensure the child is aware there will be a requirement to move on, for example the teacher may use a now and next board to provide understanding and a prior warning of what is to come.

Moreover, using strengths such as hyper-focus and creativity can help children with ADHD access the curriculum to develop their learning, but children with ADHD often need support with their personal development too. A barrier to children with ADHD can be low self-esteem and frustration, as they potentially may struggle academically or be subject to negative feedback from their teachers due to lack of concentration, impulse control etc., (Kofler et al., 2018). As a result, children can become disengaged from their learning and classroom activities. This emphasises the importance of the teacher to understand there may be a reason for disengagement in the lesson and to not misinterpret a child with ADHD’s behaviour for laziness or defiance. But instead recognise their struggle and make a conscious effort to be supportive and use praise and positive reinforcement to engage the child in the learning and provide access to the curriculum (Graham et al., 2011).

However, a greater barrier to accessing the curriculum is cognitive function because ADHD can impact on working memory load, organisation and sustained attention, makes following a typical lesson structure difficult i.e., sustained focus on one task. Furthermore, without appropriate support the struggle to focus and comprehend an overload of information can hinder their academic progress (Barkley, 2014). To help bridge the gap due to a struggle of retaining new information, teachers should try to implement flexible, interactive and less rigid structures (Daley & Birchwood, 2010).

Implementation of strategies to support a child or children with ADHD may vary, as McDougall et al (2023) stated it is not a “one size fits all” approach to support but rather a responsibility of the teacher to develop an understanding of the individual child and their needs. Furthermore, teachers should also recognise the importance of a strong relationship, so the child or children feel comfortable to ask for help and support and in return feel they are supported and valued in the primary classroom.

Although support may vary with each child, research has suggested strategies to support individuals with ADHD. DuPaul & Stoner (2014) proposed several strategies to support children with ADHD in the classroom these included using visuals like timetables to prepare them for the day, checklists and step by step instructions to help enhance organisation and place less pressure on their memory.

Furthermore, many proposed strategies included behavioural and social support such as self-regulation techniques the child can use when they feel it necessary, find a reward system suitable that motivates the child, set goals with the child that they can self-monitor and praise goals that are met (McDougall et al, 2023). Lastly, it was highlighted the need to make adaptations to accommodate needs, this could be chunking, extra scaffolds, visual representations but for assessment it may include additional time, brain breaks or different ways of assessment like oral rather than writing (DuPaul & Stoner, 2014). Through making appropriate adaptations but providing structure and routine, it can create an environment where children with ADHD can thrive academically and socially."

Inclusive educational practice is a responsibility for a teacher to continuously be flexible and make adjustments to ensure barriers to learning are removed, this is an appropriate expectation that should be met for every lesson. In order to effectively adopt an inclusive classroom environment, it relies on the knowledge and understanding of the teacher, with emphasis being placed on the teachers understanding of the needs of all individual pupils in their classroom. Furthermore, the relationship between pupil and teacher, creating a strong relationship where children feel valued, heard and confident learners will provide the foundation for equity and inclusion. This is because as pupils feel supported, they will inherit self-belief that they can achieve the same as all the other pupils in their classroom, allowing their academic and social development to flourish and continuously progress. It is also important to highlight equity, adaptive teaching or reasonable adjustments are only valuable and effective when they continue to challenge learners and ensure the expectations or desired outcomes are still met. Providing different tasks or removing children of different attainments, learning needs, disabilities or EAL children is not inclusive practice. Therefore, teachers must be knowledgeable and confident in their ability to understand the needs of their pupils, and any strategy, resource etc., they may implement must adopt a successful inclusive classroom where every single individual child can thrive and continuously demonstrate academic progress.

Through developing a deeper understanding of inclusion and equity it has encouraged me to continuously be mindful of ensuring my teaching is accessible for all learners whilst also setting high ambitious targets for all learners within the classroom. By ensuring I am continuously setting high targets and monitoring for progress, adjusting targets when needed or necessary it will impact the effectiveness of my teaching on pupil’s progress. Furthermore, finding supportive research of a variety of strategies to support pupils, specifically those with ADHD, highlighted the importance of implementing and trialling different strategies to remove any existing barriers to learning. Thus, promoting academic success and personal growth for every pupil in the primary classroom.

However, I need to be mindful of implemented strategies or resources through ensuring for example any scaffold I provide still enables the learner to feel challenged and demonstrate to themselves they are an able confident learner. As inclusive educational practices stem from the foundation that every single child is an able learner with the ability to continuously progress and develop. "