Teaching strategies or models for attention deficit hyperactivity disorder students
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Authors
Geverians, Jacob
Issue Date
2005
Type
Thesis
Language
en
Keywords
Special education
Alternative Title
Abstract
Approximately 5 percent of all public school students are identified as having a learning disability such as attention deficit hyperactivity disorder (ADHD). This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). The costs associated with providing special education are enormous and are estimated at $32 billion per year. Special education students as a group have higher-than-average dropout rates and lower-than-average work force participation and college attendance. The research shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the “mainstream” of the educational system; teaching them, in other words, along with nondisabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed “mainstreaming” and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question to be addressed in this project is, "What effective teaching strategies or models can be used for students with ADHD?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a teaching strategies for high school education for special needs students with ADHD in preparing them for life in the real world after graduation. This paper provides a review of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.Approximately 5 percent of all public school students are identified as having a learning disability such as attention deficit hyperactivity disorder (ADHD). This broad category includes disabilities in reading, language, and mathematics. One in every 10 students in public schools today receives special education under the Individuals with Disabilities Education Act (IDEA). The costs associated with providing special education are enormous and are estimated at $32 billion per year. Special education students as a group have higher-than-average dropout rates and lower-than-average work force participation and college attendance. The research shows that current methods of preparing teachers for the classroom do not adequately address the needs of students with learning disabilities and those with special needs. Children with learning disabilities present unique challenges to educators at all levels. The trend in the United States in the recent past has been to integrate children with learning disabilities into the “mainstream” of the educational system; teaching them, in other words, along with nondisabled children in a standard learning environment to the maximum extent possible. Thus, this approach to educating children with learning disabilities has been termed “mainstreaming” and it involves the use of both special and general education techniques to provide the maximum learning opportunities for learning disabled children. The research question to be addressed in this project is, "What effective teaching strategies or models can be used for students with ADHD?" A careful review of possible research methodologies shows that the most appropriate methodology for this research is a causal-comparative analysis of existing studies by educators and other researchers into the efficacy of a teaching strategies for high school education for special needs students with ADHD in preparing them for life in the real world after graduation. This paper provides a review of the relevant literature, an analysis of secondary sources, followed by findings and a summary of the research in the conclusion.