EDU412 Task 3

Case Study

Jason -ADHD

Krystal Atkins

1071701

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Krystal Atkins 1071701 EDU412 Task 3
1. Background

Jason, in grade three was diagnosed with Attention Deficit Hyperactivity Disorder
(ADHD); Jasons main weakness is evident in comprehension, especially in recalling
key information when asked to retell details of a story. Jason would also commonly
read words wrong and substitute them with typical words that sound similar and start
with the same letter.

2. Description of inclusive and teaching strategies

2.2 Student Diversity:

Students with ADHD will exhibit problems staying on task, whilst displaying
hyperactivity and spontaneous behaviour. As ADHD is instigated by many different
factors it is essential to individualise learning to suit the individuals needs
(Westwood, 2015). Jason is in no mean less academic than any other student in his
class, he will just need specialised accommodations to suit his learning style (Gomes
& Forbus, 2009). It is a vital element to provide students with meaningful learning
activities and experiences whether they have a learning difficulty or not (Reynolds et
al. 2012).

2.3 Inclusion. Inclusive Practices & Differentiation:

Inclusion in the classroom is about every childs right to be a respected member their
peers and to be given equal opportunities to participate and have input to all areas of
learning (Cologon, 2013). Having Jason who has been diagnosed with ADHD, it is
vital for teachers to accommodate for each individuals learning needs and
requirements, implementing an inclusive practice and differentiation into the
classroom will be beneficial for not only Jason but all students in the class.
Differentiation for Jason can include adaptions the curriculum by allowing more time
to complete assessments, having a child seated next to them who will be able to assist
for little questions, non-verbal cues that will keep Jason on track and progress reports
that will be taken home each week so communication with parents is frequent. In
regards to assessing Jason specialised grading for his work will be implemented and
feedback of his assessment will be constructive.

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 2.4 Education Implication & Practical Applications:

Having a learning difficulty in todays society can have a major impact on schooling.
ADHD can cause much impairment in not only the bodies function and the limitations
in activities it is also the restriction to activities that can be detrimental. Specific
impairments to the bodies function are; deficiency to the mental function, resolving in
poor memory, poor emotional regulation, and displays challenges with higher level
cognition, problems ordering complex movements. The limitations with activates for
a child with ADHD include; reading, writing, and calculating difficulty,
communication difficulties and many more limitations that can be an implication for
learning. Refer to Appendices 1 for the functional problems associated with attention-
deficit/hyperactivity disorder using the International Classification of Functioning,
Disability, and Health conceptual model.

3. Evaluation of differentiated learning scenarios

3.1 Analysis of Jason

After reading Jasons report it is evident that he has Attention Deficit Hyperactivity
disorder. Having impulse behaviour, attention difficulties and hyperactivity is all
major clues for ADHD. Students with ADHD often have problems remembering key
details within information that eventually leads to poor comprehension skills. Jasons
current teacher Mrs Clinton has learnt that Jason multiple times make typical miscue
mistake by replacing words that sound similar and look similar. Without Jason self-
correcting it is obvious he hasnt picked up on the mistake making it hard as by the
end of the sentence he does not realise that it doesnt make any sense. Studies have
shown that children with ADHD may exhibit a slowed processing speed compared to
their peers, thus creating a delay which represents a neuropsychological deficit that
contributes to reading difficulties (Carinci, 2016).

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 3.2 Characteristics of ADHD

There are many characteristics of ADHD that can be problematic for students. As
there is no single cause for ADHD it can be caused from multiple factors; genetics, a
dysfunction in the central nervous system, possible brain damage and reactions to
certain foods(Westwood, 2015). The main characteristics teacher are exposed to is
being easily distracted, day dreaming, easily gets off task, talking excessively whilst
prompt explosive descriptions of their thoughts, having a breakdown when the
situation may not be the outcome that was expected and having trouble focussing in
class(Morin,2015).

4. Application of inclusive practices to teaching and learning contexts

4.1 Justification of effective instructional strategies

As students with ADHD are hyperactive it can lead to classroom behaviour issues,
which can lead to all students becoming distracted. A structured behaviour
management plan is to be kept strict and followed through with every day in the
classroom. Within academic instruction it is believed to be beneficial to introduce,
conduct and conclude each lesson following a routine. Mrs Clinton has carefully
structured her lessons to accommodate for each individual including Jason. A
specific teaching practice that ought to be implemented is:

Giving Jason an advance organiser: An advance organiser will prepare Jason

for the lessons that will be conducted throughout the day, having a summary
of activities planned and any new information that will be taught.
Going over previous lessons: Reviewing the previous lesson will remind Jason
what the last lesson focused on and where we will be going on from that
lesson.
Have clear learning expectations: advise Jason what you are expecting him to
learn in the lesson this can be placed in the advance folder.
Set clear behavioural expectations: Having a description of how you wish
students to behave during the lesson, is a great way to always refer back to if
the child is following the behaviour expectations.

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 Identify the materials students will need: Giving explicit instruction helps
Jason get on task quicker and have a head start to other children (U.S
Department of Education, 2008).

4.2 Adjustments appropriate for ADHD

There are many effective adjustments that can be made for Jason below in dot points
will explain possible strategies that can be implemented to accommodate for Jason:

As Jason is an avid rock collector, specific cards can be made up for Jason to use with
questions that prompt his thinking
Worksheets made for Jason may have less content in them
The work provided for Jason is relevant to his interests of animation and gem stones
and rock as well as geography
Certain questions on his worksheets can be based around his interest in geography
Utilising ICTs in the classroom to keep Jasons attention on task
Jason may be given extra time to complete tasks
Stretch breaks can be given to the whole class as movement helps children stay
focused
Seat Jason near the Mrs. Clinton or a positive influence- keeping away from windows
and doors as this can be easily distracting
Increase visual aids, use a highlighter to highlight key information
Look at Jason directly when giving instructions
Keep an everyday routine
On assessments have progress dates set so students are able to keep track of their
work.
Utilise graphic organisers for comprehension check.
Allow students to read aloud
Check for student understanding with a simple thumbs up (I understand), Thumbs to
the side (Im getting it) and Thumbs down (I need help).
Keep the whiteboard clear only have important information on their
Model what you wish students are to do
Allow students to have choices
Address the childs behaviour not specifically Jason

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5. Conclusion

In conclusion there are multiple adjustments that can be implemented to cater for students
with Attention Deficit Hyperactivity Disorder,

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References
Carinci, J. (2016). Neuropsychology, ADHD, Reading Fluency, Comprehension,
Psychiatry, Behavioral Sciences. Education.jhu.edu. Retrieved 2 May 2016,
from http://education.jhu.edu/PD/newhorizons/Journals/Winter2011/Mahone
Cologon, D. (2016). Inclusion in education. Inclusion In Education Towards
Equality For Students With Disability, Issue Paper.
Westwood, P. (2011). Commonsense methods for children with special educational
needs. London: Routledge.
What Teachers See: How ADHD Impacts Learning in Grade School.
(2014). Understood.org. Retrieved 2 May 2016, from
https://www.understood.org/en/learning-attention-issues/child-learning-
disabilities/add-adhd/what-teachers-see-how-adhd-impacts-learning-in-grade-
school
Zeigler Dendy, M.S., C. (2016). Memory Help for ADHD Students: Reading to
Remember. ADDitude Magazine. Retrieved 2 May 2016, from
http://www.additudemag.com/adhd/article/4026.html

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 Appendices 1. Functional problems associated with attention-deficit/hyperactivity
disorder using the International Classification of Functioning, Disability, and Health
conceptual model.

(Loe, 2007)

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