Abstract:
Although there is continuing debate worldwide concerning the validity of the categories of Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD), students in Australian classrooms with a diagnosis of ADD or ADHD are experiencing increasing academic, social and emotional difficulties and in many cases, greatly affecting the learning of their peers.
This paper reports on case study research into fourteen primary (elementary) students who have been diagnosed with ADD or ADHD. The research involved assessment of their progress in a range of areas; parent, teacher, peer and student interviews; and many hours of classroom observations. Individual student progress was monitored and the conditions under which these students were most successful were examined. In the context of individual case histories, this paper will report on those teaching and management strategies which best assisted these students in developing self management skills, and maximising their personal and academic achievement. The need for close collaboration between teachers, parents and the relevant medical personnel who are involved in the management of these children, will be highlighted.
This paper reports on case study research into fourteen primary (elementary) students who have been diagnosed with ADD or ADHD. The research involved assessment of their progress in a range of areas; parent, teacher, peer and student interviews; and many hours of classroom observations. Individual student progress was monitored and the conditions under which these students were most successful were examined. In the context of individual case histories, this paper will report on those teaching and management strategies which best assisted these students in developing self management skills, and maximising their personal and academic achievement. The need for close collaboration between teachers, parents and the relevant medical personnel who are involved in the management of these children, will be highlighted.