Attention Deficit Hyperactivity Disorder (ADHD)

Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder (ADHD/ADD) is a common neurodevelopmental condition that can affect how a person thinks, processes emotions, and responds to their environment. Hyperactivity, Impulsivity and Inattentiveness can be particularly apparent in an individual with ADHD/ADD.

Common Characteristics of ADHD/ADD

Students with ADHD may experience challenges in any of six areas of executive functioning:

• Activation – organization, prioritising, and starting tasks.
• Focus – sustaining focus and resisting distraction.
• Effort – motivation, sustained effort, and persistence.
• Emotion – regulating emotions and managing stress.
• Memory – short-term memory and memory retrieval.
• Action – self-control and self-regulation.

Some students with ADHD may experience challenges in relation to sensory processing. Sensory processing can be characterised by sensitivity or difficulty processing sensory stimuli. For example:

• Feeling distracted or uncomfortable in busy or crowded places
• Difficulty maintaining attention if under-stimulated from environmental stimuli

Students with ADHD also tend to be highly intuitive, imaginative, energetic, highly focussed when motivated, creative and inventive.

Impact on learning

• Students may miss information in lectures or classes because of poor concentration or needing to leave early due to restlessness.
• Students may lose the focus of a lecture due to distraction from stimuli in the environment.
• Students may have poor attendance due to poor time planning.
• Students may struggle to complete tasks or assignments due to difficulty sustaining attention.
• Students may have difficulty meeting deadlines.
• Students may have difficulty waiting to take turns in group activity.
• Students may have difficulty attending to daily tasks.

How you can help

Familiarise yourself with the recommendations made in the Student’s LENS Report.

• Please refer to the section on Inclusive Teaching and Assessment.
• Use the principles of Universal Design when developing your materials. Now is a good opportunity for you to enrol in the Universal Design in Teaching and Learning Badge.
• People with ADHD can be easily distracted. Try to remember this when giving instructions or directions.
• Clear and consistent information on class timetable, learning outcomes and assessments (including dates and format) provide necessary structure.
• Be patient.
• In many instances a student with ADHD may also have an associated learning difficulty. If necessary please refer to the guidelines for specific learning difficulties.

Exam accommodations

For all in-class assessments please refer to the exam accommodations detailed in the student’s Learning and Educational Needs Statement (LENS). 

 Exam accommodations are determined on an individualised basis. Examples of recommended exam accommodations may include: 

• Low distraction venue
• Extra time

Impact on placement

ADHD is a wide-ranging condition that impacts on individuals differently. Challenges can vary depending on the person and workplace context. Some students with ADHD may experience challenges relating to:

• Concentration and organisational challenges, due to increased sensitivity to distractions and stimuli.
• Difficulty estimating time taken to complete tasks.
• Challenges with prioritising independent workload.

Placement Reasonable Accommodations  

There is no one size fits all approach to implementing placement support as each person will have a unique set of challenges and coping mechanisms. The best way to establish what accommodations may be required, if any, is to attend a Placement Planning Meeting for a Placement Needs Assessment prior to the commencement of the role. 

Examples of reasonable accommodations may include: 

Resources

www.adhdireland.ie