Assignment task:
Hello Everyone,
For this week discussion, I chose topic number one:
A students with Attention-Deficit/Hyperactivity Disorder (ADHD) often experiences persistent difficulties with attention, impulse control, and hyperactivity that significantly impact their academic performance and social development. In school, these students often struggle with maintaining focus, organizing assignments, following multi-step directions, and managing time effectively. Research shows that such challenges lead to poor academic achievement, frustration, and negative self-concept (American Psychiatric Association, 2022). Later in life, individuals with ADHD may encounter workplace difficulties, challenges in maintaining relationships, and issues with task management or emotional regulation (Kofler et al., 2020). In essence, ADHD influences different spheres of an individual's life.
Families often address these challenges through behavioral interventions, structured routines, and collaboration with educators and clinicians. Cognitive-behavioral therapy (CBT), parent training, and medication management have shown strong evidence in improving executive function and behavior regulation (Faraone et al., 2021). Effective communication between home and school also fosters consistency and helps students build coping strategies across environments.
Educators play a critical role in supporting students with ADHD through targeted instructional strategies and accommodations. These may include preferential seating, breaking tasks into smaller steps, providing frequent feedback, and allowing movement breaks. Visual schedules and assistive technology tools can further aid organization and attention. DuPaul et al. (2023) stresses on classroom environments emphasizing structure, predictability, and positive reinforcement as promoter of positive engagement and academic success.
Students with ADHD may qualify for support under either the Individuals with Disabilities Education Act (IDEA) or Section 504 of the Rehabilitation Act. Eligibility under IDEA typically requires that ADHD significantly impairs learning, allowing for an Individualized Education Plan (IEP). Others who do not meet IDEA criteria may still receive accommodations under a 504 Plan, ensuring equal access to education (U.S. Department of Education, 2023). Ultimately, both frameworks aim to ensure students with ADHD achieve equitable educational outcomes. Need Assignment Help?
References:
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). APA Publishing.
DuPaul, G. J., Evans, S. W., & Langberg, J. M. (2023). ADHD in the schools: Assessment and intervention strategies (4th ed.). Guilford Press.
Faraone, S. V., Banaschewski, T., Coghill, D., Zheng, Y., & Biederman, J. (2021). The world federation of ADHD international consensus statement: 208 evidence-based conclusions about the disorder. Neuroscience & Biobehavioral Reviews, 128, 789-818.
Kofler, M. J., Irwin, L. N., Soto, E. F., Groves, N. B., Harmon, S. L., & Sarver, D. E. (2020). Executive functioning heterogeneity in pediatric ADHD. Journal of Abnormal Child Psychology, 48(7), 933-946.
U.S. Department of Education. (2023). Protecting students with disabilities: Frequently asked questions about Section 504 and the education of children with disabilities.