As a teacher, ADHD is never far away. Some teachers in Further Education seem flummoxed and unhappy by the increase in enrolment to mainstream Level 3 (A level) courses of students with this often debilitating 'disorder'.
So why do learners with ADHD get themselves such a bad reputation, and what can we do about it? In my experience, too little information is available to teachers in FE and HE about how to make reasonable adjustment for learners with ADHD. Traditionally, higher achieving learners have good study skills, attention to detail, a calm manner in class and willingness to participate. The ever-increasing trend of learners without these typical Level 3 attributes are sending some teachers to argue, confront, punish and ultimately exclude them from their classrooms.
There are two simple strategies which can be easily put in place to make reasonable adjustment, without gadgets and gizmos, at your next lesson:
I often read personal and professional views surrounding the cause of poor classroom behaviour. More recently I notice that there is much written about the direct relationship to the behaviour of the parents (good or bad) and the behaviour of the child. Not that this is ‘new’ news!
This is a fairly obvious connection to make, but one which divides opinion in many ways and can also divide the social ‘classes’.
In particular, one article in a national newspaper blames over-parenting or poor boundary-setting. In other words, parents who do everything for their children and fail to give them responsibilities around the house. This (so the theory goes) explains why children arrive at school or college with an ‘I’m important’ attitude.
In addition, parents are blamed for ‘entertaining’ their children by subjecting them to lots of activities from a young age – swimming, cinema, parties, holidays – and therefore making them unable...