ADHD/ADD

Attention Deficit Hyperactivity Disorder (ADHD) and Attention Deficit Disorder (ADD) is also frequently debated within the subject of SEBD. Due to this continuing debate about what causes ADHD, or indeed, if ADHD actually exists, a learner’s needs can be lost or sidelined. Cooper et al., (1998) feels that learners with ADHD or ADD, therefore, are just as at risk as learners from ethnic minorities and females, because their behaviors may just be seen as wilful misconduct. Schools, Cooper suggests, need to take the phenomenon of ADHD/ADD seriously and work with medical colleagues so that a combined medical-educational approach to ADHD/ADD can be achieved. In this way the additional educational needs of the learner can be planned and implemented with full awareness of any medical diagnosis or intervention. The educator needs to understand and differentiate for the needs of a learner with ADHD by, for example, planning that he or she should work in a pair rather than in a small group for certain learning activities, to aid his or her ability to concentrate and behave appropriately without too much pressure. The whole school may, following discussions with medical colleagues, change the time of playtimes so that learners such as those with ADHD can demonstrate better on-task behavior and self-controlling behavior (Cooper et al., 1998). Thus again by using the ‘triangle of influence’ (see Learning behavior Figure 1) learners can have their learning behaviors supported and developed effectively by educators in schools.

Key issues

With the awareness gained here about the importance of relationships, responsibilities and relevance and an understanding of different behavioral theories, the reader will be able to encourage positive educational experiences with and for all learners, therefore fostering a desire to continue learning throughout life.

It is anticipated that you now:

■ have an understanding of the theoretical perspectives and their importance for the promotion of behavior for learning;

■ understand that educators need to knowand have constructive relationships with learners;

■ understand that relationships with learners need to be built on mutual trust and respect;

■ know that educators need to encourage and support learners with SEBD;

■ know that behaviors for learning is a shared responsibility and one that indeed finally rests with the individual learner. However, the learner is immensely influenced by the treatment and attitudes he receives from the educators;

■ recognize the significance of the relevance of the curriculum and learning experiences for learners, especially their appropriateness to the learner’s ability and aptitude;

■ understand that developing behaviors for learning is a whole-school responsibility and that they should be encouraged and supported in a consistent and positive manner.