attention deficit hyperactivity disorder in Ireland

Introduction

The education industry is currently undergoing fundamental change globally. For one, globalization has created a protracted and entrenched competition for education talent. Here, with new innovation in hybrid and online formats, instructors have a much larger opportunity set to use their talents globally. Likewise, the need for talent is growing as education population become more diverse. In both Europe and the United States, minorities continue to take a larger share of the overall student population. This requires a unique set of delivery, instruction and teaching methods to accommodate a much more diverse student population. Likewise, educational requirements around Ireland are also changing. Here, the country is now transitioning to a model less predicated on standardized testing to one that is based on comprehensive understanding and application of the material presented. This in turn, is due to the changing skill dynamics required to be successful in the labor force. Going forward, problem solving skills will be much more valuable. Disciplines such as science, technology, math, and engineering will also be very important for the economic future of Ireland. As such, skills heavily related on critical thinking, problem solving, and innovation will be highly sought after within the labor markets of Ireland. To accommodate this rising demand, instructors much be proficient in first empowering children to learn and grow with a much more decentralized learning environment. Likewise, instructors must be able to adopt curriculum the accommodate the changing needs and requirements of their students (Barkley, 1990).

Once such element is that of special needs children. As noted above, the growing student population requires a diverse array of teaching and instruction methods to accommodate the needs of various demographic groups including special needs. Currently, nearly 25% of the student population is a special needs child. With one in four children requiring special instruction it is important for teachers and instructors to have the resources and tools needed to properly instruct these students. By doing so, these children are better able to reach their full potential, become productive members of society, and ultimately, further the knowledge to better assist special needs students in the future. There are a variety of special needs children that require a comprehensive suite of services and aids. For this report emphasis will be placed on students with ADHD.

ADHD in Ireland

As noted below roughly 7.2% of children and young adults in Ireland have ADHD. As compared with other nations in the developed world, this is average. According to 2020 Ireland census data, roughly 156,987 people in Ireland have difficulty learning due primarily to ADHD. Also in Ireland, ADHD is the most common disability within school aged children. Boy in Ireland are roughly 4 times more likely to experience ADHD as oppose to girls. Of these individuals nearly twice as many boys ages 5 to 19 experienced learning difficulties as compared to their female counterparts. There are a number of Irish organizations dedicated specifically to ADHD. The main public service for children and young people is CAMHS: Child and Adult Mental Health Services (CAMHS).

A comprehensive overview of a special need.

According to the American Psychiatric Organization, ADHD is known attention deficit hyperactivity disorder. Within Ireland, this is one of the most common mental disorders impacting children within the country and has also been known to impact adults as well. In Ireland roughly 7.2% of all children have some form of attention deficit hyperactivity disorder. Here symptoms of this disorder include an inability to keep focus within a given environment or time frame. In addition, the condition is associated with large amounts of hyperactivity which include excess movement and behaviors that are not fitting for the setting or the environment. This is particularly pertinent during school periods where children with attention deficit hyperactivity disorder can undermine the classroom setting through excessive or unwarranted behavior or impulsivity. Here, parents and teachers can recognize attention deficit hyperactivity disorder if the child has a very large degree that hyperactivity that is greater than those of other children.

The diagnosis of attention deficit hyperactivity disorder consists of three types within Ireland. These types are inattentive type, hyperacuity type, and the combined type. Diagnoses from a healthcare professional typically takes roughly 6 months to a year to complete within Ireland. There are no lab tests currently available to identify ADHD. Diagnosis primarily revolves around information gathering from multiple sources including parents, teachers, coaches, and community members. In addition, other medical screenings are conducted to help rule out other medical conditions or problems that could be causing the behavior of the child. Classic symptoms include the inability to pay close attention to details and often makes careless mistakes within the classroom setting. In addition children with attention deficit hyperactivity disorder often have trouble staying focused within the classroom setting during lectures, conversations, or long readings. Further, children with attention deficit hyperactivity disorder tend to avoid task that required sustained mental effort or preparation (Abikoff, 2003).

For symptom of hyperactivity, a child typically fidgets or squirms in their seat excessively. They are often unable to stay seated for long periods of time, like to run around or climb objects at inappropriate times, or talks excessively. Within a classroom setting students with hyperactivity tend to excessively interrupt others, blurts out answers before they are finished, or has difficulty waiting in line or their term during a task.

Healthcare professionals have not yet identified the specific causes of ADHD. However, research has determined that children in Ireland with ADHD typically inherit the trait. For example, within Ireland, 75% of children with ADHD have a family that have the disorder. In addition, drug use by the mother, being born prematurely or heavy stress during pregnancy can all contributed to ADHD (Hechtman, 1986).

Analyze skills that can be used to aid the teaching and the administration of the national curriculum in Ireland

From a macro perspective, Ireland must commit to providing more resources within education system overall. Here, as noted in the introduction, a large percentage of children in Ireland have some form of a special need that requires additional aid or services. Likewise roughly 7% of call children in Ireland have attention deficit hyperactivity disorder. As a result, for adherence to the national curriculum along with ensuring the future economic prosperity of the country, resources should be deployed within the classroom setting to better support teachers. This includes smaller class sized, better instruction materials, higher pay associated with student outcomes, and higher amounts of research dedicated to providing instruction solutions for those suffering from attention deficit hyperactivity disorder.

Positive reinforcement and classroom management are critical elements that teachers can leverage in the classroom setting. From the perspective of the classroom setting instructors should consistently reinforced positive behavior on the part of the students. This teacher-led approach has been shown to influence student behavior in a constructive manner, increasing academic engagement. From the classroom management perspective, instructors should enable smaller, bite sized learning modules to help facilitate a much more engaging learning environment free from distraction. Here, engaging in a much more manageable workload can mitigate the influence of attention deficit hyperactivity disorder on the influence of other children in the classroom. Children acting out in the classroom setting often undermines the authority of the teacher. By mitigating this influence, the instructor can better manage the classroom. Organizational training can also be used to help children learn time management skills, planning skills, and ways to keep school materials organized in order to optimize student learning and reduce distractions (Abikoff, 1992).

Finally, teachers must use collaboration skills to help to aid in the instruction of the national curriculum of Ireland. Collaboration should not occur only with peers but with parents as well. Having a constant channel of communication with parents allows them to better influence the behavior of the children when they are not within the school setting. Collaboration helps to facilitate communication between all parties involved to provide a comprehensive approach to student learning. For example, parents can reinforce learnings that occurred in the classroom while teachers can reinforce improvements made in the home through positive feedback. Likewise through collaboration, it is much easier for all parties to course correct any inappropriate behaviors (Leimkuhler,, 1993).

Evaluate how aids teaching methods and differentiation in the classroom promote independence and responsibility in Ireland

Aids teaching methods allows students with attention deficit hyperactivity disorder to learn at their own pace, promoting independence and responsibility. This is important, as a one-size-fits-all approach does not work within the education system in Ireland. For one, the needs of students are becoming much more diverse. Here, classroom independence can be promoted in a variety of ways. The first methods would be through learning stations where students are allowed to rotate to various stations to learn specific elements within the curriculum. Other activities include task cards which are used for students with different abilities. Aids can better segment students based on ability and assigned tasks associated with their particular group. This also helps students to learn from one another which is research has shown is very important to promoting independence and responsibility within the classroom setting (Biederman, 1991).

Discuss the importance of making learning experiences relevant and meaningful in Ireland

Learning experience are very important in making the overall experience meaningful. This is important as it enables children with attention deficit hyperactivity disorder to stay focused on activities that are relevant to them. In addition, it allows students to have a vesting interest in the outcome as they are much more engaged throughout the learning process.

Critically reflect on your own attitudes values beliefs and assumptions in relation to working with and on behalf of people who present with disabilities

In working with children with disabilities my personal attitude has shifted dramatically. For one, working with children with disabilities has enabled me to better appreciate the need for a much more comprehensive approach towards education and learning. For one, the antiquated methods that where heavily utilized in the past are no longer applicable in a much more robust and dynamic learning environment. Here, students need a much more holistic approach that both empowers and challenges them to exceed expectations. As detailed above, this includes leveraging an approach that empowers students with disabilities to better work and engage with one another. This engagement ultimately helps to develop both soft and hard skills in children with disabilities. From the soft skill perspective, the ability to properly communicate, understand, and reflect on information is critical for all students with disabilities. In addition, resources must be provided to these student population to allow them to learn at their own pace and with material that is of interest to them. When reflecting on my own experience, a holistic approach is also needed on the part of the academic institution to better provide an environment conducive to learning. This includes an approach the leverages the abilities of parents, students, principles, mental health professional, and the community at large. By combining this expertise, student with disabilities are better able to have a much more robust learning experience (Hallowell, 1994).