adhd inclusion

12006955 The role of Educational Psychologist in supporting inclusive education

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Assessment Tracking Sheet1200 6955 1718 4683 3

Student Name: Hayley Gibson

Due Date: 09/Dec/2014

Academic Year: 2014/2015

Period: Semester 1

Occurrence: A

Module Code: PSYC3608

Module Name: Educational Psychology

Module Leader: Gabriela Misca

Assessment Title: Portfolio

Assessment Sequence: 001

Academic Tutor: Helen Scott

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PSYCHOLOGY GENERIC GRADE DESCRIPTORS

CRITERIAGRADE A GRADE B GRADE C GRADE D GRADE E GRADE F GRADE

G

1 Informatio

n

Is there relevant empirical

& theoretical evidence?

The work contains a

broad range of relevant information,

typically from the full

range of different sources

(e.g. theory, empirical evidence)

The work contains mostly

relevant information

drawn a wide range of sources

The work contains

some relevant

information from a

range of sources

The work contains

some relevant

information from a limited

range of sources

The work contains

some relevant information from a very

limited range of information

The work contains

little relevant

information

The work contains

no relevant informati

on

2 Relevance

Does the work

answer the question

set?

The work focuses

clearly on the question or task set

The work focuses

mostly on the question or task set

The work focuses

generally on the question or task set, although

this may not always be

explicit

The work focuses in

a few places on

the question or

task set

The work focuses very little on the question or

task set

The work focuses rarely on

the question or

task set

The work does not focus on

the question or task

set

3 Analysis

Is the informatio

n an analysis of

relevant theoretical

& empirical evidence?

The work shows that

the information used has

been analysed.

Demonstrates the ability

to synthesise evidence

The work shows

mostly that the

information used has

been analysed.

Demonstrates some ability to

synthesise evidence

The work shows the information used has

been partially

analysed.


mainly been

recapitulated, with limited

analysis


been recapitulated without being

analysed. Descriptive content may contain some inaccuracies

The work shows the information used has not been analysed and the

descriptive content is limited and inaccurate

N/A

4 Evaluatio

n & conclusio

n

Is the informatio

n evaluated & is there

a conclusion

The work shows that conflicting

views in the information have been evaluated

leading to a novel

independent conclusion/s

Relationship

The work shows that conflicting

views in the information have mostly

been evaluated to

reach an independent

coherent conclusion/s

The work shows some recognition

of the complexity

of academic debate and conflicting

views in the information

have, in general,

been

The work shows limited

recognition of the

complexity of

academic debate.

Conflicting views in

the information

The work generally fails to show that conflicting

views exist in the

information and no clear conclusion/s are drawn

The work fails to

show that conflicting views exist

in the information

and no clear

conclusion/s are drawn

N/A


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? s between knowledge

derived from different

contexts are demonstrate

d (e.g. information

from different modules)

.

evaluated and some

conclusion/s drawn.

are presented

in a simplified

unevaluated way. Any conclusion/

s are limited.

5 Structure & format

of summativ

e work

Is the structure

coherent & is APA

format/style used where

appropriate?

The work is communicat

ed articulately

and persuasively, has a clear

and coherent structure, and an

appropriate format (e.g.

APA or equivalent

referencing).

The work is communicat

ed effectively, has a clear

and coherent structure, and an

appropriate format (e.g.

APA or equivalent

referencing).

The work is, communicated clearly,

has a coherent structure,

and an appropriate format (e.g.

APA or equivalent

referencing).

The work has some structure although this may

not always be clear or coherent;

format may not be

appropriate

(e.g. location of materials is

possible even

though APA or

equivalent referencing is not used)

The work has a very poor

structure, and lacks an

appropriate format

The work lacks any structure,

and has an inappropriate format

N/A

6 Evidence

of learning

progression in final portfolio

The work presents

explicit and detailed

evidence of learning

progression by providing

a wide range of

resources (e.g. work

from formative tasks and unsolicited

learning tasks).

Engagement with the learning

process is clearly

evidenced through effective

self-reflection

The work shows clear evidence of

learning progression, by providing a range of resources

(e.g. includes a range of

work from formative

tasks). Engagemen

t with the learning

process is evidenced

through self-reflection

provided by the student concerning

tasks undertaken. The portfolio is presented

The work shows


progression (e.g.

includes work from formative

tasks). Engagemen

t with the learning

process is evidenced

through some

reflection on the tasks

undertaken. The portfolio is presented as a single

piece of work with an underlying

theme.

The work shows some


progression and

engagement with the learning process, although

this may be limited (e.g.

only the bare

minimum of information is included;

the portfolio is presented as a set of unconnected pieces of work rather

than one assignment

The work shows very

limited evidence of

learning progression

and engagement

with the learning process

(e.g. no self reflection, formative

tasks sketchy/missi

ng)

The work fails to

show any evidence

of learning progressio

n and engagement with the learning process

N/A


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provided by the student concerning

their learning.

Self awareness and insight

into the learning

process is clear. The portfolio is presented as a single

piece of work with an underlying theme and the links between formative

and summative evidence are clear,

explicit and integral.

as a single piece of

work with an underlying theme and the links between formative

and summative evidence of

work are made clear.

with an overarching theme)


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The role of Educational Psychologist in supporting inclusive education

12006955University of Worcester

Inclusivity in Relation to Attention Deficit Hyperactivity Disorder.


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Task 1

The concept inclusion was unknown in the education system until the 1980’s

(Armstrong, Armstrong & Spandagou, 2010). Inclusion is a policy that has been

designed to create equal educational opportunities for children with special

educational needs (SEN). When new governments came into power there was a

focus on the segregation of children with SEN and ‘normal’ children (Lindsay, 2007).

They were being alienated from wider society which is not the best way of educating

SEN children. They felt that the merge with mainstream school would not only

benefit children educationally but also socially. They would benefit in their studies as

well as being an active and valued member of society. The way to do this was not to

keep the two separate, but integrate the two as soon as they enter the education

system. Rieser (2012) stated that inclusive education is the process that allows

children to engage in mainstream schooling efficiently. He discredits the idea of

segregation and that SEN children should change to fit in with mainstream. He

aimed to break down the barriers put into place by society’s outdated attitudes. The

children need the right support and then everyone can work together. However the

concept itself of inclusive education has come under great opposition. It is argued

that the concept needs to be made clearer. In a literature review by Florian (2014)

there is a confusion as to what the concept means. There needs to be a clarification

of the concept and new studies to be conducted into whether inclusive education is

possible and if it is effective for everyone.

SEN incorporates such a broad spectrum of disabilities. The research highlights that

everyone is different and every disability requires its own set of guideline. With this in

mind the portfolio will focus on the disability Attention Deficit Hyperactivity Disorder


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(ADHD). ADHA is a disability that children consistently show inattention, impulsively

and hyperactivity over a long period of time (Stantrock, 2009). The diagnosis is

usually in early childhood. For there to be a clinical diagnosis the symptoms need to

be detrimental to the child’s life or education.

The reason ADHD has been chosen is due to the research suggesting the huge

impact the disability has on a child. S, Robinson (personal communication,

November 22, 2014) “ADHD children are the most disruptive children in classrooms.

They are the most troublesome to work with.” This means that there is a gap in

research for how to successfully implement inclusion. In the educational setting, for

children to learn they have to remain focused. This is naturally hard for children with

ADHD (Tsal, Shaler, & Mevorach 2005). Ludlow, Garrood, Lawrence & Gutierrez,

(2014) highlighted in their study that children with ADHD engage in inappropriate and

ineffective social interactions. They argued that this could be due to their difficulty in

interpreting emotions. Due to this inability they struggle to recognise the social cues

of emotion in a given context such as education. This would make it harder to

understand how they are supposed to behave in a given environment. This is an

element that needs to be addressed in inclusion policies. Due to these natural

disadvantages in education, ADHD would benefit the most from more research into

inclusion.


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Task 2

The Disability Discrimination Act 1995 stated that schools need to maintain key

requirements or they violate the policy. First they have to make sure that equality is

maintained. They also have to eliminate discrimination and harassment, as well as

promoting positive attitudes towards disabled individuals. They also have to make

sure that all of the disabled individuals needs are met, even if it means that they

receive favourable treatment (Livingwithadhd.co.uk, 2014).

There are discrepancies within the education system about policies and how best to

help children with ADHD. A report conducted by Ukadhd.com (2014) found that 43%

of specialists felt that teachers were not educated about ADHD and did not realize

that children should be referred. With this in mind the education system would

benefit from improving the teacher’s knowledge and giving them clear instructions on

how best to work with children. Strategies have been created and implemented into

mainstream schools to make inclusion of children with ADHD effective.

One strategy is the Exercise Intervention. Bruen (2012) argued that taking part in

exercise requires 100% concentration, such as yoga and martial arts. They can take

this concentration and ability to maintain attention to other aspects of their life such

as education.

Barkley (2004) conducted a study and found that if exercise activities are used

throughout the day it improves the academic performance of the child. As well as

reducing disruptive classroom and social behaviour problems. This has shown the

exercise strategy to be effective for including children in the classroom. Archer and

Kostrzew (2011) backed this up with their research findings of that children that have

physical activities throughout the day, stay on task longer than if they weren’t to have


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any. They argued that it also reduces the stress that a child suffers from, as well as

any anxiety and depression. Importantly it reduces the amount of self-destructive

behaviour which leads to the child not achieving academically. This is later

supported by Wigal, Emmerson, Gehricke & Galassetti (2012) who found there to be

significant links between exercises and treating children with ADHD. They states that

exercise is so influential in the educational setting. They are now being used in

schools and included in curriculum.

However taking children out of lessons to let them engage in exercise may mean

more staff to be needed, which involves more money that some schools may not

have. It means that the children will miss out on lesson time. This may lead to the

children falling behind in the work. This could also encourage exclusion as they are

being removed from other students and having lessons just with other ADHD

children. It could mean that the other children could resent them for being able to

miss certain lessons to have fun elsewhere. This could encourage exclusion and

bullying.

Another strategy is behavioral interventions. Mulrine & Flores-Marti, (2014)

investigated behavioural strategies for children with ADHD. They focused on the

behavioural characteristics that disrupt their education the most. These are their

inability to self-regulate their behaviour, control over their emotions, or lack of ability

to show goal-directed behaviour. These all combines create a barrier for them to

achieve in education. When their behaviour cannot be controlled by simple teaching


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techniques, other techniques could be used like, Positive Behavioural Interventions

and Supports (PBIS) and Functional Behavioural Assessment (FBA). PBIS is a

school wide plan that creates a positive school environment by supporting and

teaching the appropriate behaviours that aids children with ADHD. They aim to

manipulate the environment to decrease disruptive behaviour. This intervention is

categorised by the intensity of the child’s ADHD. They are Primary Prevention,

Secondary Prevention and Tertiary Prevention. Alkahtani (2013) conducted a multi-

probe baseline research and concluded that PBIS is a positive factor when dealing

with behaviour relating to ADHD. It was significantly found to reduce the disruptive

behaviour on all levels. Which therefore enabled them to be successfully included.

The FBA is the collected and analysing about a particular student’s behaviour and

any relevant circumstances that could contribute to their behaviour. A strategy can

be created to be specific to the child and their needs. This will enable practices to be

put into place that minimizes their disruptive behaviour by gaining a holistic view of

the child (Mulrine et al 2014).

These behavioural strategies are all practical and effective ways of how to minimize

the effects of children with ADHD in their education. If the children become less

disruptive and concentrate for longer, they can be effectively included into a

mainstream classroom. Teachers would feel more confident in the classroom, equip

with this knowledge that every child can achieve the best education possible (Mulrine

et al 2014).

The final strategy takes an academic route, academic strategies have many facets.

First is the Universal Design of Learning (UDL), this is the principles in the curriculum


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that gives all children an equal and fair opportunity to succeed (Lieberman, Lytle &

Clarcq, 2008). It is to be acknowledged by teachers that children differ in their

learning strategies. Because of this they have to plan to use different techniques

throughout the lesson so every child is included. Teachers should include peer

helpers, visual cues and mini games (Lieberman, Arndt, & Daggett, 2007).

The next strategy in place is Differentiated Instruction (DI), this is the process that

teachers should go through when planning a lesson. This is when they plan if extra

provisions need to be made to make sure that their lesson is inclusive to ADHD

students (Tomlinson, 2000). The processes they go through for ADHD student’s

starts with them chunking the instructions, learning objectives, visual

demonstrations, and student practice in group and then individually. At the end of

each lesson there needs to be a clear review of what they have learnt (Tomlinson,

2000). This has later been built on by Flores, Beyer and Vargas (2012). They found

that proximity of control is key, continuingly encouraging the ADHD children and

engaging with them means that the children complete more work. They encourage

the children to remain focused as well as planning well-structured lessons. These

strategies were found to minimise disruptive behaviour and enables the children to

achieve more academic success due to appropriate support.

Task 3


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The Education Act 1996 was amended by the SEN and Disability act 2001 which

states that schools must have special educational provisions for the students

that suffer from learning difficulties, which are behaviour related, must be put

into place for them. The child must be assessed on their needs in education

and those needs must be met with extra provisions ready for when they start

school (Livingwithadhd.co.uk, 2014)

It is important to understand that every child is different. If a child with ADHD

needs are met, they are given a fair chance at achieving academic success and

develop positive social skills. However when these needs are not met it could

encourage these stats.

39% of the children with ADHD have had a fixed term exclusion from

their school.

11% have been permanently excluded.

With the children being excluded it increases their likelihood of

antisocial and criminal behaviour (O’Regan, 2009).

How to Make Your Lesson Inclusive of ADHD.


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If the children are provided with the correct support that they need, classroom

disruptions and in the long term exclusions can reduce.

Strategies

The following information are all strategies for inclusion which have been

applied to educational settings and have proven to be very effective.

Exercise

Research has found that child with ADHD has a lot of built up energy. This and

their difficulty to focus on a tasks, can result in disruptive behaviour. When the

child’s specific strategy plan are being created it should be discussed whether

is it is feasible to include the following.

Extra physical education classes throughout the day.

o It has been noted that if regular exercise is part of the child’s day

then it reduces disruptive behaviour in the classroom.

o They are able to stay on task longer. Which in turn enables them

to complete work promptly and effectively. Improving the child’s

academic success.


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o Exercise has also shown to reduce stress that the child may be

feeling from the day’s activities. This can also reduce any anxiety

and chances of depression.

Exercise such as yoga and martial arts should be considered.

o Both requires the child to stay focused and to concentrate for

prolonged periods of time.

o They can take this new ability to concentrate for longer back to

the classroom and to wider society.

Behavioural

There are different levels of intervention based on the child’s behaviour and

needs. This will be decided when the child’s needs are assessed.

On a basic level these should be included in all lessons.

Clear and positive communication at all times.

Engage with the child by having eye contact, this shows you are

interested as well as the child giving you their full attention.

Verbal reminders throughout the lesson which acts as cues for the child

to continue with the task if they get distracted.

Lots of praise for when they stay on task and complete work well. This

also includes when they do not display disruptive behaviour.


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However children may show resistance to these methods, if so the PBIS

intervention can be used. The PBIS has been used nationwide to enable ADHD

children to achieve their best in mainstream education. There are three levels

of intensity based on their needs and behaviour.

The first is Primary Prevention.

o This is a school wide level of intervention, this is effective for 80%

of students.

o This can be achieved by making clear what the behaviour

expectations are of the students.

Define and teach them.

Then are rewarded if they have met expectations.

o These techniques teach the children to self-monitor themselves,

self-management and self-evaluation of their behaviour.

The second is Secondary Prevention.

o This level is more intense and is conducted in smaller groups than

the latter level.


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o Students are matched with the particular behavioural expectation

that they may struggle with.

o This then becomes a behavioural contract for them to adhere to.

The third level is called Tertiary Prevention.

o This level is only used for 5% of the student’s whose behaviour is

serious and repeated often.

o This is when the child needs an individual education plan.

o They need to have a guideline of how to effectively educate the

child. As well as how best to encourage them to conduct

themselves in acceptable ways.

o At this level a specialist needs to assess the child and specialise a

strategy that is unique for the individual.

o They will use FBA.

They look at the child as a whole. They take into account

educational factors, home and family. This gives a whole

picture of the individual so the care plan can be as effective

as possible.


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Academic

Inclusion starts at the lesson planning for children with ADHD. From the

planning to the implementation, these factors need to be considered.

Universal Design of Learning (UDL).

o Teachers should include the use of peer helpers.

It keeps the child interacting with the work while the

teacher is helping the other children in the room.

o Use lots of visual and written cues so they stay on task.

o The use of mini games has been a powerful tool in the classroom.

Short fun activities keep the child focused, while gives them

a break from traditional lesson time.

Differential Instruction (DI)

o Lessons should be planned with high levels of structure.

This gives teachers high control as they know exactly what

should be happening as part of a routine.

With a structure in place the child will learn the routine as

well which encourages appropriate behaviour.

o An effective inclusive lesson starts with chunking the instructions.

This gives the children small meaningful sections.


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o Next they introduce the lessons learning objectives by describing

the aims and what they will achieve.

o Following this they will visually demonstrate what the activity will

be, with the aid of visual cues.

o The students are then to practice the activity in groups.

The teacher aids and praises their work.

o It is argued that proximity of control is key.

Continuingly encouraging the ADHD children and engaging

with them consequently means that the children engages

with their work.

o Following this the children then independently practice the

activity.

They should now have the knowledge to complete the task.

o Finally there needs to be a review at the end of the lesson. This

allows the children to understand what they have just completed

and the key knowledge to be taken away.

The barriers you may face

Class sizes will be bigger


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Not enough funding for the requirements of the children.

The beginning will be difficult for the whole school to act as one,

teaching the same practices.

Negativity from peer groups.

Resistance from parents.

Some of the barriers are not in the teacher’s control. However the vast

majority are, with hard work and consistent communication the school can

work as one and the child will have all of their needs met (Alkahtani 2013).

If you would like to know more about ADHD please go to the following

websites:

http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-

disorder/Pages/Introduction.aspx

http://www.dore.co.uk/learning-difficulties/adhd/advice-and-

support/

http://www.dore.co.uk/learning-difficulties/adhd/advice-and-support/

http://www.dore.co.uk/learning-difficulties/adhd/advice-and-support/

http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Introduction.aspx

http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-disorder/Pages/Introduction.aspx


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Task 4

In the past years Educational Psychologists have made huge improvements with the

awareness of ADHD. Not only have they highlighted the reasons for some children’s

behaviour but helped to create a structure for which they best learn. Every child

should be given an equal chance to achieve the best they can in education.

I feel that Educational Psychologists have not only created general strategies for

working with children with ADHD, but to make personal plans for each child. In

inclusive education it is vital to recognise not only the difference between children

that have ADHD and those who do not, but that no two children with ADHD are the

same. Children can vary in severity of the condition and what strategies work for

them. Personalised care plans are essential parts of the education system.

As much as Educational Psychologist have made vast improvements in making

inclusion for children with ADHD possible in mainstream school. Some of the

strategies that have been suggested are not practical and feasible for many of the

schools. Some schools may not have the resources to supply extra teaching

assistant to support the children due to funding shortage. There is also a shortage in

experimentation to whether the strategies are effective. There are only a few external

experiments that test them. More should be done to test that these strategies that

are being used in the classroom are effective and benefit the children. In the


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Department for Education, (2014) they stated that more of children diagnosed with a

SEN enrolled in a SEN school instead of mainstream the previous year. This

highlights the fact that something in the inclusion process is not working. It is still

perceived that children will fare better in SEN schools and would not have the

support that they need in mainstream.

If inclusion of ADHD can successfully be achieved then it would allow more and

more children to be educated in mainstream schools. This alleviates the pressure

from special educational schools across the country. There are large waiting lists for

children that need the specialist care of a SEN school, these are the children who

would struggle in mainstream education.

I have found the module very interesting and have attended every lecture. I am very

interested in working with SEN children, I currently work with SEN and very much

enjoy it. With this module confirming this I have decided to pursue a masters around

this topic area, focusing on children and SEN.

I have kept a diary week after week noting down the key information and topic areas

that I found interesting in lectures, set reading and further reading. This has enabled

me to tailor my literature search when it came to writing the assignment. I have also

noted the areas in educational psychology which I have found the most engaging like

the autism spectrum and fetal alcohol syndrome which I want to explore further.

To address the topic of educational psychologists in supporting inclusive education. I

feel there would be no inclusive education without them. However I do feel that more

should be done to investigate why this is not working as effectively as it should.


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References

Alkahtani, K. (2013). Using Concept Mapping to Improve Parent Implementation of

Positive Behavioral Interventions for Children with Challenging Behaviors.

IES, 6(11). doi:10.5539/ies.v6n11p47

Archer, T., & Kostrzewa, R. (2011). Physical exercise alleviates ADHD symptoms:

Regional deficits and development trajectory. Neurotoxicity Research, 21,

195–209.

Armstrong, A., Armstrong, D., & Spandagou, I. (2010). Inclusive education. Los

Angeles: SAGE.

Barkley, R. (2004). Adolescents with attention-deficit/hyperactivity disorder: An

overview of empirically based treatments. Journal of Psychiatric Practice, 10,

39–56.

Bruen, J. (2012). What are the benefits of physical activity for ADHD? Retrieved from

http://www.livestrong.com/article/95374-benefits-physical-activity-adhd/

#ixzz2LLrTaaZ

Department for Children, Schools and Families. (2008) Back on track: a strategy for

modernizing alternative provision for young people. Command Paper; Cm

7410 30.

Department for Education,. (2014). Special Educational Needs in England: Januray

2014. National Statistics. Retrieved from http://n the DeOF 2014 reposts they

stated thst

Flores, M. M., Beyer, R., & Vargas, T. M. (2012). Attitudes toward preparing youth

sport coaches to work with athletes with hidden disabilities. Palaestra, 26(1),

5–6.


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Florian, L. (2014). What counts as evidence of inclusive education?. European

Journal Of Special Needs Education, 29(3), 286-294.

doi:10.1080/08856257.2014.933551

Friend, M., & Bursuck, W. (2009). Including students with special needs: A practical

guide for classroom teachers (5th ed.). Upper Saddle River, NJ:Pearson

Lieberman, L. J., Lytle, R. K., & Clarcq, J. A. (2008). Getting it right from the start:

Employing the universal design for learning approach to your curriculum.

Journal of Physical Education, Recreation & Dance, 79(2), 32–39.

Lindsay, G. (2007). Educational psychology and the effectiveness of inclusive

education/mainstreaming. British Journal Of Educational Psychology, 77(1),

1-24. doi:10.1348/000709906x156881

Livingwithadhd.co.uk,. (2014). Janssen-Cilag ADHD - Teachers - Legal | Living with

ADHD. Retrieved 1 December 2014, from

http://www.livingwithadhd.co.uk/teachers-Legal

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