ADHD and Learning Disabilities

http://www.healthline.com/health/adhd/facts-statistics-infographic

Imagine having to sit in a seat as still as possible listening to a lecture for an hour after having 3 cups of caffeinated coffee. Wouldn’t be agitating and hard to focus? This is how our students with ADHD feel when sitting in our classes.

As teacher’s it is our responsibility to make sure our students like the above mentioned students are properly educated with the accommodations to improve their educational experiences. ADHD students often have trouble focusing during the lesson. Some strategies that could be used during direct instruction would be allowing time for student breaks (i.e. allowing the student to go get a drink, pass out papers, or simply get up out of his/her seat), use attention grabbing videos/manipulatives, and proximity to the teacher to help maintain focus.

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Students with learning disabilities are also in need of direct instruction to help increase academic success. Direct instruction for these students can come in multiple ways. Instructional strategies for these students often require multiple learning strategies. Some students learn just by listening, some by watching, but as a teacher of a student with a learning disability it is important to present material so that it touches on all facets of the learner. Auditory, visually, kinesthetically, or any other type of learning style would be things to consider. In an example if a teacher is teaching a mathematics lesson on volume, I would show a movie clip about volume that has visuals and different people describing the concept then, I would give a hands on activity to the students to complete with the volume rules.

Another instructional strategy that would help both learners is partner activates. This allows for students to be activity engaged in the lesson material with a  supportive partner who can clarify material or repeat missed material due to lack of focus. A peer mentor/partner is a great way to captivate learners in the learning and engage them in the lesson.

Assistive technologies that can help both learners could range from a simple calculator to a computer program that has visuals and explanations built into its design. Regardless of what you use it is important to remember the child’s disability and to help them throughout every lesson to stay involved and active in the learning.

Citations:

Fecich, S. (2015, July 7). GCSE657. Graduate Class. Lecture conducted from , 2015, 7 July- 2015, 20 August.