Samantha Was Diagnosed With Attention Deficit Hyperactivity

Samantha was diagnosed with attention deficit hyperactivity disorder (ADHD) two years ago, when she was in seventh grade. her behavioral problems began years earlier, but teachers had not recommended that Samantha get evaluated. Working with Samantha has been enlightening because of the ways her attitudes and behaviors do not correspond with my assumptions about ADHD.

When I first met Samantha she seemed like a normal kid. In retrospect, I noticed that she fidgeted a lot, and had trouble maintaining eye contact. However, I attributed those behaviors to her just being a kid and not being interested in talking to me. When I really became aware of how ADHD affects students like Samantha was in the classroom. The disorder impacts not just Samantha's ability to concentrate on the lessons but also on her ability to learn.

Samantha shows me a good degree of respect as the teacher, and she interacts well with other students. On one or two occasions I noticed she had altercations with other students but I did not believe this to necessarily be related to her having ADHD. After all, students in middle and high school are struggling to define their social and personal selves and part of that process involves establishing and testing boundaries. In class, Samantha has been disruptive once or twice but with no greater frequency or severity than students who are not similarly diagnosed.

When it comes to paying attention in class, I am concerned about Samantha. She does not have a natural interest in or aptitude for math, although she has not been diagnosed with any learning disability. I believe Samantha's strengths are in athletics and the performing arts, after having spoken to her other teachers. She is excelling in sports and in her drama class.

In math, however, ADHD is creating some problems for Samantha. She does not like to pay attention in class, and she daydreams almost constantly. I have stopped calling on her because I do not want to embarrass either of us. Although I have tried incorporating multimedia and other untraditional ways of instructing math, Samantha is simply not interested. As a result, she performs quite poorly on tests and homework assignments.

Recently I called a meeting with Samantha's parents, and this interaction helped me to understand more about how I can help Samantha. Samantha wants to do better in math, and her earnestness cannot be denied. What Samantha needs is a more flexible work schedule that allows her to spend more time with tutors after school. I have since discussed this issue with school administrators, and we have organized a regular math tutor for Samantha.