The learner and ADHD in the classroom

Serious consequences may develop for ADHD learners who receive no treatment or inadequate treatment. These consequences may include low self-esteem, academic failure and a possible increase in the risk of antisocial and criminal behaviour (De Jager, 2004).

ADHD which is not treated by professionals can be detrimental to the learner’s academic and social development, as it interferes with the child’s ability to concentrate and learn.

Despite the various treatment methods, studies have shown that teachers prefer medication as an intervention strategy since they regard it to be more effective and instantaneous (Curtis, Pisecco, Hamilton & Moore, 2006; Kern, 2008).

De Jager (2004) postulates that no long-term assessments have been conducted to report the outcomes or the value of the various treatments for ADHD related behaviours. A wide variety of opinions exist amongst practitioners, therapists and teachers regarding the successful treatment of ADHD.

The inclusive classroom should foster tolerance, acceptance and caring for all learners. The teacher has the responsibility to create and maintain a classroom atmosphere which nurtures the personal, social and cognitive development of all learners, including ADHD learners. In this regard Geng (2011) points out that, should teachers have a positive attitude towards AHDH learners and they believe and act as if all their learners will be successful, these children will live up to those expectations.

2.7.1.1 The influence of ADHD on the learner in the classroom

Learners with ADHD plainly do not have the ability and persistence to engage in and complete tasks which other learners their age are able to carry out (Essa, 2008). Much research has been conducted involving learners’ behaviour and academic development problems within the educational setting. Kos (2004) contends that learners with ADHD often experience a myriad of difficulties at school which are related to the core symptoms of the disorder, such as inattention, impulsivity, and overactivity.

The biggest challenge for ADHD learners is their inability to focus and pay attention to a specific task, and furthermore, to maintain paying attention to these tasks. According to Perold et al. (2010) learners who are diagnosed with ADHD work best on tasks which they have chosen themselves and find interesting. They tend to attend automatically to things they enjoy, but they usually have great difficulty in doing new things or less enjoyable tasks.

According to Barkley (2007) teachers may face the following problems in the classroom (also see 1.5):

The ADHD learner...

 fails to pay close attention to details

 has difficulty finishing tasks

 finds it difficult to organise tasks

 has difficulty focussing on tasks

 is easily distracted

 fidgets with feet and hands

 has difficulty remaining seated

 talks continually and often interrupts the teacher

 blurts out answers before the teacher has finished the question

 does not like homework or schoolwork that requires sustained mental effort

 loses things which he / she would need for activities, such as pencils and books

2.7.1.2 Classroom behaviour

ADHD learners’ behaviour has proven to be quite challenging to teachers as they seem to be constantly in motion. They fidget, move about, tap their fingers and feet, hum and talk constantly. These learners tend to make careless mistakes in their schoolwork due to their inability to pay close attention to detail. Their inattention may also fluctuate frequently throughout the day or from one day to the next. They may be able to focus on their maths one day, yet the next they are unproductive. As a consequence ADHD learners may be punished for their successes, as it were, due to the fact that the teacher might feel that the learner was able to pay attention and get his work done one day, yet the following day he seems “lazy” and “disinterested”. Kos (2004) discusses various behaviour problems that ADHD learners may exhibit within the classroom and which are dependent on their ADHD type profile. For example, a learner with ADHD predominantly inattentive might have difficulty following the teacher’s instructions, obeying the classroom rules, staying on task and completing her work, whereas a learner with ADHD predominantly impulsive might blurt out answers in class without permission or talk with other learners at inappropriate times. Finally, learners with ADHD predominantly hyperactive might have problems sitting still, rocking in their chairs, and repetitively tapping their hands or feet. Most learners with ADHD, however, exhibit behaviour problems in the classroom related to at least two of the core ADHD symptoms.

2.7.1.3 Academic development

As can be expected, the complications accompanied by ADHD affect the learner’s academic development as well. They are not able to fully concentrate in order to comprehend lessons

or instructions (Picton, 2002). The process of learning during the foundation phase requires a young learner to be able to observe, manipulate, change and try out new events and objects. Should the learner not be able to concentrate and focus on a particular task or activity, learning is hampered. These learners’ academic performance may further be impaired by an inherent tendency to be disorganised. As a result they often misplace books, stationary and other materials which are needed to complete specific tasks or assignments (Kos, 2004)

Furthermore, impulsivity, hyperactivity and the difficulties in sustaining attention are commonly associated with learning difficulties which develop secondary to ADHD. Learners who cannot concentrate experience numerous learning difficulties. It is therefore important that teachers understand the close relationship between ADHD and learning difficulties (Harisparsad, 2010). Kos (2004) believes that it is important that academic assessments are conducted to determine whether the learner has any specific learning difficulties, such as problems with reading, writing, comprehension or mathematics.

Teachers and parents should always keep in mind that no significant correlation exists between ADHD and talent or intelligence. The academic challenges that the ADHD learner face may be attributed to the fact that he finds it difficult to concentrate/focus, or that he is not managed correctly in the classroom (Barkley, 2002).

According to Holtz and Lessing (2002) academic underachievement has far-reaching consequences for the ADHD learner, such as rejection by fellow learners and self-rejection.

Learners’ self-concept, attitude towards life as well as future opportunities are negatively influenced.

2.7.1.4 Social behaviour

According to Greeff (2005) it is well-recognised that the ADHD learner often displays comorbid disorders such as conduct disorder, mood disorders, anxiety and learning disorders. These conditions can have a profound impact in the learner’s social environment.

Cook (2005) explains that ADHD learners are likely to be rejected socially as they tend to

misinterpret social cues in an overly hostile way, make offensive remarks, impulsively interrupt the teacher and peers and refuse to follow game rules, especially in a social environment.

Some of the long term complexities which can develop in the ADHD learner’s life involve social isolation and a low self-esteem, preventing them from reaching their full potential (De Jager, 2004). ADHD learners are often teased as they cannot cope with their work at school. They often feel that they do not ‘fit in’ and are different to the other learners in the class. According to Bentham (2011) peers may find ADHD learners difficult to relate to and they consequently avoid playing with them. These social challenges are often the result of these children’s impulsive and hyperactive behaviour.

2.7.1.5 Positive influences in the classroom

Some positive traits are associated with ADHD in learners and it is crucial that teachers are familiar with them. ADHD learners may excel in some areas and it could provide the teacher with a window of opportunity to motivate and connect with the learner. According to Loughran (2006) these learners can be very creative and imaginative. The learner who may seem inattentive or perhaps bombarded by a number of thoughts at once, may become a master problem-solver or a great source of ideas. They may also be great artists. Despite the fact that ADHD learners are easily distracted, they also notice things which others fail to note. ADHD learners can be extremely flexible as they often consider more than one option at a time. Accordingly, they won’t become set on one alternative and are more likely to be open to different ideas. Furthermore, Ramirez-Smith (1997) states that gifted ADHD learners can work quickly and produce high quality work. These learners have energy and drive and as long as they are motivated, the teacher can achieve great success. While motivated they will work and play hard, striving for success. Once they have become interested and focused on a task it is actually difficult to distract them, especially if they are engaged in a hands-on or interactive task. ADHD learners are spontaneous and may be interested in a variety of activities. Due to their lively personalities they may be exasperating, but also entertaining and interesting at the same time (Ramirez-Smith, 1997).

2.7.1.6 The influence of the ADHD learner on other learners

The ADHD learner can affect the learning environment in a classroom by causing frequent distractions and displaying disruptive behaviour which have an impact on both teachers and other learners (Colberg, 2010). Kos (2004) explains that there are several possible reasons for ADHD learners’ difficulty with peers. It may be that they tend to exhibit behaviours that are considered by their peers as controlling, trouble-making and aggressive. These types of behaviour are often perceived negatively by their peers and result in exclusion from play activities. Cook (2005) also mentions that these learners may easily annoy and offend their peers as they tend to misinterpret social cues and struggle with expressing negative feelings in a safe and appropriate manner. Interestingly, research has also suggests that the teacher’s behaviour and attitude toward the ADHD learner has an impact on other learners’

perceptions of that learner (Kos, 2004).