Elementary School Children with Adhd

Improving Focus in Children with ADHD

José A. Vargas

Fundamentals of Educational Research

EDU 671

Prof. Alan Belcher

11/25/2013

Improving Focus in Children with ADHD

I. Elementary school children with ADHD

a. Attention- Deficit/ Hyperactivity Disorder (ADHD) affects 3-5% of children before age 7 and is characterized by difficulties in controlling impulsive and hyperactive behaviors and/ or paying attention (Mitchell, 2006). This constellation of symptoms not only has a negative impact on the child’s life by creating difficulties in school and peer relations, but also is associated with difficulties within the home.

b. The purpose of my research is to help improve the quality of education and the intake of information for children that are diagnosed with ADHD by using assistive technology and making their educational experience one that appeals to more than just one of their senses.

c. Evidence indicates that educators who teach the ADHD student often communicate through word and gesture an attitude of disapproval and dissatisfaction of the child rather than approval and unconditional acceptance of the child and not the behavior. This message stigmatizes the child. Although social, ADHD students in fully segregated classes are not in the perfect setting; rather, “several studies showed that children with special needs in regular schools are less accepted by their peers, have fewer friendships and are less often part of a network in class” (De Boer, 2011, p. 332) and are more socially isolated. A new sort of placement continuum that “provide an array of options, some ... more restrictive and less integrated than others” (Taylor, 2004, p.225), could help the ADHD student. Contained settings with a supportive, structured, environment designed to teach to the student’s skill level with like peers, is a short-term solution for long term success. “Reduced stress and gains in self-esteem lead not only to academic growth, but to social and...