Curriculum and Instructional Adaptations, Attitudes and Collaboration for Students with ADHD in an Inclusive Setting
ADHD is characterized by poor attention spans, being fidgety and restless, heightened variability of task performance, impulsiveness, distinctly observable hyperactivity and inability to exhibit compliance with rule-governed behavior. Such children are easily identifiable and the usual reporting party is either the parents or the teachers’ at the primary level of education of such children. Unless special strategies and instructional adaptations are made for such children at the right stages of their life, they run the risk of being school dropouts and slipping into an abyss of psychological disorders in their adult life.
The primary focus of a teacher should therefore be to be well equipped to identify behaviors associated with ADHD in the classroom environment. The classroom has been adjudged as the best environment where such students’ can be recognized. Ready availability of children for developmental comparisons in the classroom and special demands placed on them for attention, learning and self-control elucidate the differences between them, if any. Multiple criteria for diagnosis of such children are described in the American Psychiatrist Association’s Diagnostic and Statistical Manual and a well trained and informed teacher is the best candidate to identify such children due to the close proximity, consistent contact and direct observation/evaluation of task handling abilities by them.