英语论文网

/>
In order to gain a clearer snapshot of ADHD the figure 2.2 considering the symptoms of ADHD adapted for the ADHD Partner Survey.

EDUCATIONAL INTERVENTIONS

ADHD and learning problems is a challenge that many young people must attempt to balance. The combination of ADHD and learning is a volatile one because the disorder causes unruly behaviour since although school is a place where young people are expected to behave in a mature and responsible manner, the symptoms of this disorder can lead to problems in the classroom. An ADHD-friendly environment is pleasant for all students. According to Davison and Neale (1998), ADHD students will probably need more individual attention in and out of the classroom. Kewley (2005) argues that students with ADHD are capable of higher level thinking and can outshine their peers with imagination and problem-solving skills. The key to help children with ADHD so as to concentrate at school and to do their homework is to pose a challenge to them. DuPaul (2003) argues the school performance of the children should be assessed by evaluating their educational, social and psychological needs of children. ADHD children needs additional support and attention from the teacher, and also the learning objectives should be interesting enough to draw the children’s attention to school work.

Kewley (2001) maintains that in order to help a child with ADHD two positive factors should be managed: firstly, the organisation of the class and secondly, the behaviour of the teacher. The organisation of the class refers to situations in which the class should be comfortable, spacious and secure and should accommodate more than twenty pupils. The child should be sitting close to the teacher, away from windows and sockets. As for the behaviour of the teacher, he/she, the school teacher should not label the child, or have a critical and negative attitude towards ADHD child. The teacher should allocate some manageable tasks to an ADHD child such as to give out hand out to the rest of the class. Also the teacher should reward the efforts of the child so as to boost the child’s self-esteem and self-confidence. However, Kewley (2001) has pointed out that the teacher should use simple, clear and direct instructions and should try to give only one instruction at time. In other words the school teacher should avoid long and complex commands that ask the child to do many things at the same time so as to avoid confusion on the child’s part.

However, according to O’Regan (2004), the first major component of the most effective instruction for students with ADHD is effective academic instruction. Teachers can help their ADHD students achieve their learning goals by applying the principles of efficient teaching when they introduce, conduct, and conclude each lesson. Children with ADHD learn best with a carefully structured lesson—one where the teacher illustrates what she/he wants children to learn in the specific lesson and places these skills and knowledge in the context of previous lessons (Farrell, 2000). Effective teachers preview their hopes about what children with ADHD will learn and how they should react during the lesson. Also, the encouraging and supporting attitude of teachers whilst keeping teaching activities, on the one hand creates a suit