Why and how elementary school teachers should accommodate students with attention deficit hyperactivity disorder

¶ … ADHD and how it affects students and their education. The writer provides suggested accommodations for these students and discusses why the teachers should do so. The writer provides an overview of the disorder and discusses the ways that a teacher can accommodate the student. There were two sources used to complete this paper.

Students with Attention Deficit Disorder are often called lazy, disruptive, and disorganized. The students with ADHD face obstacles that other students do not have to face. Elementary aged students are especially vulnerable to such criticism because of their youthful desire to please, and to internalize when they fail at that venture. It is important for elementary school teachers to accommodate and work with students who have ADHD for several reasons, including the student's self-esteem, the student's academic progress and the impact the student will have on the classroom without accommodations.

WHAT IS IT

Before one can begin to understand why students with ADHD should be accommodated by their teachers, one should have a grasp on what ADHD is and how it affects students.

ADHD afflicts between 4% and 6% of school-age youth. Children with the condition often fidget, are easily distracted, and impulsively blurt responses in conversation (Genes, 1997). Past studies have implicated multiple genes -- on chromosomes 5, 6, and 11 -- in ADHD. But questions remained about how important the genetic factors are and whether the disease is a discrete disorder like muscular dystrophy, for example, or a trait requiring treatment only when it reaches a certain threshold (Genes, 1997)."

Currently about two million students have been diagnosed with ADHD which symptoms include fidgeting, talking too much, being disorganized, being disruptive, problems with patience and many other things (Antonis, 1995).

ADHD symptoms are as varied as the approach in their education. Children with ADHD are entitled to services under IDEA or 504 plans depending on the extent that the ADHD affects their ability to be educated (Antonis, 1995).

Estimates based on school samples indicate that approximately 50% of students with ADHD do not qualify for special education services under IDEA (Antonis, 1995)." This does not mean they do not have the disorder, only that it currently does not interfere ENOUGH for IDEA and IEPS to be involved.

Teachers have an extremely important role in the education of an ADHD student. Elementary students are at risk because it is when they are learning their most important basic skills such as reading and writing. If the process of learning these skills is constantly disrupted because of the disorder the student might fall to far behind to catch up easily and then might give up all together. It is important that teachers of ADHD students use various accommodations techniques in the education of the ADHD student whether or not that student takes medication for the disorder. There are several ways that a teacher can help a student work within the parameters of the disorder and allow the student to succeed. In addition to the academic benefits that accommodations can provide, it can also help prevent the negative impact that failing due to ADHD causes the student. The final reason a teacher needs to invest in accommodating an ADHD student is because of the negative impact an un-accommodated ADHD student may have on the rest of the class.

A student with ADHD is entitled to accommodations that will assist in the provision of a Free And Appropriate Education (Antonis, 1995). This means that the teachers must implement the accommodations provided for in the IEP if there is one, and the 504 plan if that is in place instead. Whether or not a student has that protection, if they are ADHD there are steps the teacher can take to reach, teach and encourage these students (Antonis, 1995).

Many students with ADHD have a difficult time staying on task. There are several things that can be done to accommodate the student.

Shortened assignments: If the student demonstrates that he or she understands the new concept the student can be given shortened assignments. If the class has to do 26 problems for homework, the ADHD student can be asked to complete 13.

Verbal testing: Many ADHD students have a difficult time with paper and pencil tests, especially of they are timed (Antonis, 1995). One popular accommodation for the SDHD student is to allow the tests to be given in a verbal manner as well as receiving the answers verbally. In addition there are many students with ADHD who receive untimed tests, even when they are doing the written version of the test (Antonis, 1995).

Instructional changes: Teachers who want to reach and teach ADHD students can modify the way they deliver instructions. The ADHD student may need to have instructions repeated or they may need to have them given both verbally and in written form. In addition breaking them into individual steps can help as the ADHD student often has a hard time with multi-step instructions (Antonis, 1995).

Tape Recorders: Students with ADHD often have a difficult time taking notes. Teachers who allow the students to use tape recorders to tape instructions, notes and lectures will allow the student to play it back when they need to refer to it. Note taking becomes labored and often times sloppy for the ADHD student which leaves the student frustrated (Antonis, 1995).

The teacher who will be successful in teaching the ADHD elementary student is the teacher who addresses the other aspects of the disorder, in addition to the academic aspects. ADHD student often have an abundance of energy, and it is difficult for them to be seated and quiet for long periods of time. A teacher can provide many opportunities each day for the student to move about without disrupting the class. The student can be asked to take the attendance sheet to the office each day and can be responsible for providing a buddy system to those who have to use the restroom. The teacher can allow the student to have his or her desk in an area of the classroom that is conducive to movement. When the student can no longer remain in his or her seat he can get up and walk around in that area of the classroom as long as there is no disruption.

Many ADHD students are on medication. Teachers can assist in the education of the ADHD students by reminding them to take their medications. There are many students who have ADHD who do not take medication. Teachers who do not believe medication is the only answer can assist in the education of the ADHD student with schedule accommodations including teaching the new concepts first thing in the morning or first thing after lunch. This is just after the ADHD students have had a chance to move about and talk to their friends and they are most apt to be able to focus for a bit.