When teaching students with ADHD,
the host classroom teacher always needs to collaborate with the special
education/resource teacher, as well as the students’ parents, and the teacher
needs to refer to the student’s IEP. In most cases, students are able to
achieve the learning outcomes within the curriculum, so adaptations and
accommodations to instruction are sufficient to meet the needs of these
students in the classroom (BC Ministry of Education, 2007). Differentiated
Instruction involves differentiating the Content (what is being
taught/learned), the Process (activities/particular methods and strategies), or
the Product (accomplishment and assessment) (Ontario Ministry of Education,
2005). Since modifications are often not necessary for students with ADHD,
differentiated instruction most often involves just the Process and the
Product, which are achieved through accommodations.
Adapting the Environment
It is important to focus on the
three main traits of ADHD when differentiating instruction; inattention,
impulsivity, and hyperactivity (Lerner & Johns, 2009, p. 230). To begin,
adapting the environment can really help students to focus and then sustain
their attention. Teachers can place students with ADHD near the front of the room,
away from windows and doors and other distractions, and with strong,
well-behaved students (Lerner & Johns, 2009, p. 232). The strong students
can serve as a dependable buddy that the student with ADHD can rely on for
various things, such as providing further explanation of instructions if
needed, keeping handouts and notes for the student when he/she is away, and
helping the student to ensure that he/she is staying on task and following
appropriate rules and routine. Quiet “office areas”, such as carrels can also
be used, if students feel that they need more privacy and a quieter environment
at times. A carrel is a desk space, protected by wooden/cardboard walls that
ensures privacy and minimizes distractions (Hutchinson & Martin, 2012, p.
66). Teachers should use the carrel themselves and allow other students to use
it too, so that it is not seen as solely a punishment for students with ADHD
who cannot focus. Instead, it should be seen as a high-status opportunity that
students could use if they feel they need a private space to complete their
work.
Clear Instructions
Many strategies and ways to differentiate instruction that are implemented for students with ADHD can actually be beneficial for all students, not just those with ADHD. To begin, teachers need to use simple and direct instructions when explaining tasks to the whole class. Teachers should provide written as well as verbal instructions, for example reading the instructions off a visible PowerPoint slide, or from a projector screen that the whole class can see. Students with ADHD can benefit from having a written copy of the instructions in front of them, with key points and important words bolded and/or highlighted so that they are very explicit (Lerner & Johns, 2009, p. 232). It is important that teachers provide many examples, demonstrations, and modeling, so that all students know exactly what is expected of them. Once students begin to work on the activity/task, teachers may need to re-model what is to be done and explain the instructions again specifically for students with ADHD, to ensure these students understand, and that their needs are matched to the lesson content and delivery (Hutchinson & Martin, 2012, p. 67).
Rules, Routines, Organization, and
Time-Management Skills
Once students begin their work, they need many organizational and time-management strategies in order to sustain their attention and to continue to manage any impulsivity. Teachers should establish clear routines and expectations at the start of the year, and continuously remind students of these rules, particularly through the use of posters and visual cues around the classroom (The Hospital for Sick Children, 2004). If teachers model appropriate behaviours, provide appropriate prompts (e.g. forewarn students that there is only 5 minutes left until we switch from language to math), and establish obvious steps in the routine, with time students should be able to demonstrate these routines on their own (BC Ministry of Education, 2007). Teachers should break tasks into smaller parts for students with ADHD, and teach them how to use a checklist to check off items as they are completed (Lerner & Johns, 2009, p. 234). In addition to checklists, students with ADHD should be taught how to use agendas and schedules to list all tasks to be completed and then to set deadlines (Hutchinson & Martin, 2012, p. 67). At the start of the year, the teacher should sit down with the student to teach him/her how to use the agenda as an organizational tool and to enforce the use of it everyday. Gradually, the student should be able to use the tool on his/her own on a daily basis as a form of self-management, without the constant supervision of the teacher.
Managing Hyperactivity (‘Passes’, ‘Traveling
Assignments’, and Computers)
The third trait of ADHD is hyperactivity, and it is important that teachers differentiate their instruction with the goal of managing their hyperactive students. Catering to the needs of students with ADHD that exhibit hyperactivity is similar in some ways to attending to the needs of tactile/kinesthetic learners, who need variety and action in the tasks they complete. Students with ADHD should be given ‘passes’ to leave their seats and move around. For instance, once students complete one or two tasks from their checklist of things to do, they should be permitted to get up and move around. For example, they may be allowed to get a drink, sharpen a pencil, or get new materials or a new worksheet from a designated area in the classroom (Lerner & Johns, 2009, p. 233). Students can also use ‘Traveling Assignments’ to complete tasks. This entails breaking a worksheet/activity into four or five parts, taping the parts to different areas around the room, and giving the student the opportunity to move around the room with a clipboard, writing down the answers at each station (Lerner & Johns, 2009, p. 233). ‘Traveling Assignments’ make it easier for students to complete the necessary task, because the students are active, rather than sitting for a prolonged period of time, which may cause them to become hyperactive. The use of computers is another great way to manage hyperactivity. Students can use the computer to complete written tasks, which may take a long time to complete if the student has to hand-write the activity. Computers can also be used to incorporate a variety of activities into a lesson for a student with ADHD, so that the student does not lose focus and get bored easily. For example, in a math class, if the student completes specific activities from his/her checklist (the specific activities, and number of activities, will be decided by the teacher), he/she can be permitted to use the computer to play a math-related game. The use of computers in this way is also a form of a reward system, which is a great way to encourage students with ADHD.
Rewards and Token Systems, Goals and
Contracts
Reward or token systems are a great way to motivate students, especially with respect to monitoring the achievement of goals, specifically behavioural goals. Appropriate behaviours should be identified, explained, and modeled to the student, and the goal should be to increase these target behaviours and decrease inappropriate behaviours (BC Ministry of Education, 2007). When target behaviours are demonstrated, for example completing independent seat work without disrupting the class, the teacher can provide positive reinforcement and present the student with a pre-determined “token”/reinforcer (for example, a check mark on a sticky note on the teacher’s desk). Once the student accumulates a certain amount of tokens, it will translate into a reward (e.g. 5 check marks=5 minutes of free time on the computer) (The Hospital for Sick Children, 2004). Rewards can be both tangible (e.g. stickers) and intangible (e.g. computer time). It is important that behaviours are realistic and attainable, so that students are able to achieve successful goals (BC Ministry of Education, 2007). Also, teachers should not take away tokens when inappropriate behaviours are displayed, because this will discourage children and penalize them for something that they earned at one point in time. Instead, teachers need to find other ways to respond to inappropriate behaviour, such as verbal reprimands, which are immediate, brief, not overly negative, and followed-through with a time out, which must be used sparingly (Hutchinson & Martin, 2012, p. 176). To go along with behavioural goal setting, behavioural contracts can be established to outline the goals and provide a timeline and chart of progress. The contract can document the criterion and goals to work toward, as well as the specific tokens and rewards that the student is aiming towards (The Hospital for Sick Children, 2004).
Assessment and Evaluation
In terms of differentiating assessment and evaluation, some of the adaptations are similar to those mentioned above, for use with everyday lesson activities. For starters, large assignments should be broken down into smaller parts, to be completed with the use of checklists, outlines, and deadlines. As well, students can be given extra time to complete assignments and tests, based on their specific IEP recommendations (BC Ministry of Education, 2007). The use of manipulatives helps students to understand math concepts, as well as keep their hands moving which is important to manage hyperactivity. In addition, calculators and tables of basic facts may be useful for students who have difficulty focusing their attention long enough to memorize certain things; therefore the use of these tools can allow students to complete concepts at the correct grade level, even if they are unable to memorize all of the necessary facts first (BC Ministry of Education, 2007). There are many ways to overcome the fact that it is often difficult for students to sit and concentrate for long periods of time when writing tests. Firstly, students should be given the option of demonstrating their understanding using a variety of methods, such as oral presentations, taped assignments, project displays, role-playing dramatizations, etc. (BC Ministry of Education, 2007). In some cases, it may be appropriate for students to collaborate in pairs or small groups to complete the assignment. However, students with ADHD should always be grouped with stronger students who will be able to assist students with ADHD and ensure they are on the right track with the task. The use of a computer to type answers is another option, as is answering the questions to a test orally or audio recording them on a tape. In addition, frequent and short quizzes can be given instead of long tests; this will help to decrease the amount of memorization required for each assessment (BC Ministry of Education, 2007).
Resources
As was discussed above, some of the resources that can be used to assist teachers in differentiating instruction for students with ADHD are agendas, checklists, and schedules that students should be taught to use. As well, posters and other visual aids are key in helping students to be organized and adhere to classroom rules and routines. Manipulatives are especially important in math class, since students with ADHD are very active and will appreciate being able to use their hands and complete tactile activities to show their work.
Conclusion
In order to differentiate instruction for students with ADHD, teachers need to differentiate the Process and Product by providing instructional as well as assessment/evaluation accommodations. Teachers must find ways to increase attention, manage impulsivity, and manage hyperactivity, which are the three different characteristics of students with ADHD. Behavioural and cognitive adaptations must be made in order to meet students’ individual needs. Given the appropriate accommodations and opportunities to display their knowledge, students with ADHD can demonstrate their various abilities and intelligence. It is important to engage these students, focus on their needs and abilities, and create an inclusive classroom that embraces the diversity of all students. Finding ways to bring out the positive characteristics of students with ADHD is valuable for the students, their family, and their teachers.
