Supports for ADHD/ADD

Interview with Dr. Joanne Cummings about the Ministry of Education guidelines for students with ADHD and other neurological disorders.

January 24, 2012
By Melanie Scott

Why is it so important for children with ADHD/ADD to have access to special education programs?/What difficulties were they facing in regular

education programs, without supports?

Kids with ADHD/ADD need access to educational supports because they are vulnerable to a host of academic and behavioural problems.  By definition, they have trouble paying attention in class, and often miss information that is taught, and instructions as to what to do next.  They have trouble planning, organizing and executing independent work, whether in the classroom or for homework.  So often, despite being bright and eager to learn, the child will under-achieve academically, because he or she cannot demonstrate what he or she actually has learned.  

Organization problems can have a further impact on well-being at school , because kids with ADHD  may not remember to bring gym clothes or library books to school, or they may forget to bring a permission slip home for a school trip.  This often creates a situation in which the child/youth misses out, or teachers have to solve problems after the fact, and the child or youth feels singled out.

From a behavioural point of view, the high levels of activity and impulsivity make it difficult for the child to be in the classroom without disrupting the lesson and the smooth functioning of the classroom - the child may frequently get up from his or her desk, blurt out answers, get over-excited, loud and silly, or become frustrated and have an emotional melt-down.  This impacts his or her relationships, not only with teachers, but with peers.  The child with ADHD often requires more individual attention from the teacher, and if the teacher does not get additional supports in the classroom, this creates a situation where the child is experienced by the teacher as "high maintenance" and the teacher's frustration gets communicated to the child and to classmates, despite the teacher's best intentions.

Kids with ADHD are at higher risk for bullying problems, both in terms of bullying others and victimization.  Because they have trouble managing their frustration or annoyance, they may lash out aggressively towards classmates, or they may interrupt games that are in progress, or not follow rules, so that they are seen as a child who bullies, especially if they are big for their age.  At the same time, they are likely to be rejected by their peers because of their difficulties waiting their turn, following the rules, and acting as emotionally regulated as others their age.  So they are bullied by peers.  

When the child experiences day after day of frustration and difficulty at school, the child is at risk of developing a negative view of himself or herself, a negative view of others, and a sense of demoralization.  Then the child becomes increasingly oppositional, because he or she feels that academic and social success at school is not possible.

How could children with ADHD/ADD excel and thrive with these programs?

When a child's ADHD is recognized by the school and supports are put in place, the whole picture can change.  Individual education plans for children with ADHD can make a huge difference in their life at school.  A critical element is for teachers and parents to understand that the child is not being wilfully difficult, rather his or her brain is wired in such a way that he/she is genuinely having  problems learning and behaving appropriately.  Such a child needs positive reinforcement for effort and small incremental steps towards better regulation of attention, behaviour, and emotions. 

Typical and necessary supports include: preferential seating close to the teacher and away from distractions, an understanding teacher who ensures the child understands directions by repeating them, writing them down, and having the child repeat back the instructions.  Special education supports help the child to organize his/her homework planner, desk, locker, knapsack, etc.  As the child gets older, extra help in time management is essential, so that the child can keep up with academic demands.  Larger and more complex tasks need to be broken down into smaller steps. Special education resource teachers can help the child to learn and use self-regulation and problem solving strategies, and to work with parents and the classroom teacher to positively reinforce the child or youth in his or her efforts to use these strategies. 

Kids with ADHD really need frequent movement breaks, and by allowing the child to be active for part of the day, he or she will be better able to attend to learning activities and remain emotionally regulated. 

Why is consistency among teachers and across schools and school boards on teaching children with ADHD important?

When a child's unique learning needs are recognized and accommodated, the child will do better academically, behaviourally, socially and emotionally.  It is important that any child in Ontario receives the educational supports he or she needs, otherwise children who live in areas in which they do not receive the supports they need will do poorly in school, and are at risk of academic underachievement, poor sense of self and negative relationships with adults and peers, which paves the path for antisocial development and delinquency.

How will this help with ADHD/ADD understanding and awareness?

I beleive this memorandum came about because of inconsistency amongst school boards in recognizing and accomodating the learning needs of students with ADHD.  When ADD/ADHD is looked upon as an "excuse" for bad behaviour, punitive and rejecting responses further exacerbate the student's learning and behavioural problems, and lead to demoralization and oppositionality.  Greater consistency between school , boards in recongizing the ongoing needs of students with ADHD will lead to the provision of adequate supports from SK through secondary school for these students, leading to better and healthier developmental outcomes.