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Assignment 2: Lesson Plan and Discussion

Attention Deficit Hyperactive Disorder

Under the Disability Discrimination Act 1992 (Cth) and the Disability

Standards for Education 2005, attention deficit hyperactive disorder (ADHD) is

considered a disability. It affects 5% of Australian children, with research

showing that boys are more likely to develop ADHD than girls are (Selikowitz,

2009). Behavioural and learning difficulties in children and adults are a result

of this neurodevelopmental disorder, with key characteristics being

impulsivity, hyperactivity and low attention (American Psychiatric Association,

2013b; Barkley, 2014; Friend & Bursuck, 2009). These characteristics have

been found to affect academic performance and also a childs personal

development, as their social interactions with others are impaired (Alban-

Metcalfe & Alban-Metcalfe, 2001).

Almost all children exhibit restlessness and may be impulsive at times so

ADHD is often undiagnosed and misinterpreted as a child misbehaving

(Sparrow & Erhardt, 2014). Rather, it is the intensity of these behaviours of

children with this disability that can be challenging academically and

developmentally. In order for a diagnosis of ADHD, a minimum of six

symptoms from a list of behaviours need to be present in a child under twelve

years of age an various settings (American Psychiatric Association, 2013a).

These hyperactive, impulsive and inattentive behaviours include impatience

when waiting turn, forgetfulness, distracted easily, careless mistake making,

conversation interruptions and excessive talking and moving (American

Psychiatric Association, 2013a; Efron, Hazell & Anderson, 2011). These

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behaviours that are used to diagnose someone with ADHD must impact on

the persons social and academic performance, are developmentally

inappropriate and there must not be any other possible cause (American

Psychiatric Association, 2013a; Sparrow & Erhardt, 2014). Predominantly

inattentive type, predominately hyperactive-impulsive type and combined type

are the three different categories of ADHD. Each type effects social cognition

and performance and behaviour in school (Selikowitz, 2009; Vaughn, Bos, &

Schumm, 2011).

Children with the predominantly hyperactive-impulsive type of ADHD are

constantly fidgeting, moving around excessively and have difficulties

remaining seated for too long (Sagvolden, Johansen, Aase, & Russell, 2005).

Academic participation and friendships can be negatively affected through

behaviours that characterise this type of ADHD such as, temper tantrums,

defiance and excessive talking during inappropriate times (Friend & Bursuck,

2009). These behaviours may appear rude and impolite, but they are

unintentional and are difficult for students to control. Since these behaviours

are undesired in the classroom setting, it is difficult for students with this type

of ADHD to abide by class rules and expectations (Anderson, Watt, Noble &

Shanley, 2012). These hyperactive students are also impulsive and struggle

to think before they do something simple as waiting for their turn. Instead they

interrupt conversations or call our answers before a question has been

completed (Rief, 2003).

Children with the predominantly inattentive type of ADHD are unable to pay

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attention to details and often daydream, causing them to make careless

academic mistakes (McBurnett, Pfiffner & Frick, 2001). These students are

often undiagnosed since they are not disruptive in class, like students with the

hyperactive-impulsive type of ADHD, and are mostly quiet. This is why it is

essential that teachers recognise symptoms of ADHD in order to plan tasks to

suit students needs. As students with this type of ADHD have attention

difficulties, spelling and reading can be challenging. Furthermore, they

experience difficulties in maths, for they lack necessary computational skills to

work at a rapid pace (Fiend & Bursuck, 2009). They struggle with multi-

tasking and following directions that are not step-by-step, which is a result of

short-term memory loss (Rief, 2003). Subsequently, students are unable to

complete one activity before moving to another because they have low levels

of motivation and persistence, particularly during higher-order thinking

activities (Rief, 2003). Therefore, tasks need to be engaging to prevent

students with the predominantly inattentive type of ADHD from being

distracted. This assignment will refer to this predominantly inattentive ADHD

type.

The combined type of ADHD is a mixture of the two other types of ADHD.

It has been found that 85% of children with ADHD are the combined type

(Vaughn et al., 2011). This type of ADHD is the most difficult for school

students in the sense that social cognition, reflection and self-appraisal are

lacking. This negatively effects classroom interactions and performance

(Selkowitz, 2009).

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It is important to note that ADHD does not mean that a person is unintelligent.

This disability occurs amongst all intelligence levels and often disguises

students true academic potential (Barkley, 2014). ADHD can evidently have

adverse impacts on social and academic performance and when ignored or

managed appropriately, can further lessen academic and social performance

through adulthood (Travell & Visser, 2006).

Lesson Plan Justification

This Year 2, Stage 1 science lesson has been planned using the Universal

Design for Learning (UDL) principles: representation, engagement and

expression in order to ensure inclusion by meeting the needs of all students

(Foreman & Arthur-Kelly, 2014). Max is the student with inattentive type of

ADHD and his needs have been carefully considered throughout the planning

of this lesson.

Representation

This lesson has plan includes multiple methods of representation, the first

principle of UDL (Foreman & Arthur-Kelly, 2014). Doing so allows the needs

of students with various learning styles and multiple intelligences to be met,

which effectively promotes inclusion of the student with ADHD, Max. Visual

learners will benefit from the diagram of the straw vibrating to produce sound,

while students with linguistic intelligence may benefit from the verbal

explanation of this. Visual and kinaesthetic intelligences will benefit from the

model making, as they are able to better understand the process. As Max is

usually forgetful and inattentive, he will appreciate the slow pace and clear

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and concise step-by-step modelled instructions. Kinaesthetic learners are able

to be hands on by making the instrument themselves and also able to feel the

vibration when touching the straw. Those with musical intelligence would find

this lesson appealing and feel as though they are actually partaking in a music

lesson, where they create their own instrument.

Presenting this information in a range of methods allows all students to work

to their full potential. Allowing students to have the choice to complete the

task in whichever mode they prefer is beneficial for them (Fiend & Bursuck,

2009). Max has difficulties with spelling, maths and reading. Therefore, he

would find it difficult to concentrate on a task that involves a large amount of

writing or reading. This is why I have decided to let students choose how they

want to complete the task. Being a visual learner, Max may prefer to make a

video recording or a draw a comic to answer the questions. Furthermore, to

encourage active engagement and participation, he is able to listen to the

questions rather than needing to read them.

Engagement

Multiple means of engagement, the second UDL principle, are provided to

students in this lesson plan in order to increase their motivation and spark

their interest (Fiend & Bursuck, 2009). Activities need to be interesting in

order for students to be engaged the entire time. This is why I have planned a

hands-on lesson that allows students to construct their own knowledge

through the creation of sound with an everyday item. It is unrealistic to think

that students will not be tempted to blow their whistle until after the

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introduction of the lesson. This is why I have given them all the opportunity to

blow their whistles at the same time. It not only ensures that all students feel

equal, but also encourages participation, which it often a struggle for Max if he

finds an activity to be boring. Moreover, I have planned to enhance

engagement by creating a pause in between the task for students to shorten

their straws and investigate the different sounds. This is for the reason that it

is challenging for Max to complete one task at a time. By creating this short

pause, he will regain his concentration (Rief, 2003).

Max struggles with individual and large group work, as he loses interest and

concentration when he stumbles on difficulties (Rief, 2003). Thus, I will

choose a partner, who is organised and has the same learning style as Max to

work together. This will enable him to stay on task and be able to ask for

assistance from his partner. I have also implemented the think, pair, share

strategy to ensure that Max improves his social skills and is given the time he

needs to answer a question. Giving him this pause in between questions

allows him to process the question properly before thinking of an answer. He

is also able to gain new perspectives from his peers. Max is not disruptive but

he is often inattentive and for this reason the paddle pop stick strategy will be

implemented to ensure he stays alert and actively participates in discussion

and reflections. If he knows that there is a possibility of his name being called

them he will concentrate more in case he needs to share his ideas.

Expression

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This lesson plan offers students with various modes of demonstrating their

learning. This final UDL principle promotes inclusion and increases academic

performance. In this lesson plan students are asked discussion questions that

encourage participation, allow students to present their ideas and

understanding. There will be a pause in between questions to give time for

Max to respond, ensuring that he does not feel the need to rush through the

activity (Efron, Hazell & Anderson, 2011). Reflective questions will be asked

during the conclusion of the lesson to give students the chance to express

their learning.

Students are further able to express understanding and learning through the

multiple modes offered to them in the body of the lesson, heightening

engagement. This also allows me to accurately assess students

understanding, as they are completing the same questions and activity in

different ways that best suit them. Subsequently, they are able to reach their

full potential through differentiated learning. They are given the opportunity to

share their work with the class, highlighting to Max the various ways that the

activity could be completed. It is clear that students need to be given the

choice to express themselves in the way that benefits them the most.

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Class: Year 2, Stage 1 Date: 19/9/17

Time Lesson Outcomes Teaching/ Learning Strategies Potential Barriers UDL solutions
/Indicators & Activities
25 Science Describes Inform students that they will Max may not have musical Max will be more engaged and
min - some conduct a science experiment by intelligence and thus not enjoy understand more about sound
Physical sources of making sound using a straw. learning about sound. by making a musical
World light and instrument.
sound that
they sense Ask one student to hand out Max might become distracted Ask Max to distribute the
in their scissors and another to hand out before even beginning the straws to prevent him from
daily lives straws to each student. Students experiment while waiting to getting distracted and so that
ST1-6PW place scissors and their straw in receive a straw and scissors. he has a sense of
front of them on the floor. responsibility.

Ask students to gently blow into

their straws. Ask them if they can
hear any sound from the straw
(No sounds, only breath).

Model how to make the straw
whistle (flatten the tip of the
straw and cut this tip into a sharp
point). Those who have finished
early can help a peer.
Max struggles to multi-task or
follow multi-step instructions
and can forget what he needs
to do. This may cause his to
become inattentive.
Model step-by-step and be
sure each child is finished
before moving on. Max can
receive help from an advanced
learner.

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Students blow into their straws at Max may be disengaged if only
the same time to make sound. one student blows into the
straw and he cannot have a
turn.
On the count of three ask all
students to blow into their
straw at the same time. The
countdown ensures that Max
is attentive and blowing it at
the same time encourages
engagement.

Ask: how does this sound differ to Max has difficulties answering Using the think, pair, share
the sound made before cutting the questions immediately and strategy, Max has time to think
straw? Why do you think that it needs more time to process a of an answer and explain it to
makes sound now but not before? question. his partner. This promotes
Ask students to think, pair, share. engagement.
Ask students if they know what
20 vibration feels or sounds like and
min to give an example. Explain that
the flattened ends of the straw
vibrate as the air we blow flows
over them. These vibrations are
passed along to the end of the
straw and reflected back to the
beginning.

15
min Draw a diagram on the Max may become disengaged Providing a diagram helps Max
whiteboard so students can if he does not understand to visually understand the
visualise this vibration. what is being explained vibrations.

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In pairs, students can choose to
make a video, voice recording,
comic strip, drama play or a
written piece of work to answer
the following questions regarding
the experiment: 1). What did we
use? 2). How did we make it? 3).
What happened? 4). Why did this
happen? (The questions will be
written on a Microsoft
PowerPoint and displayed on the
IWB.) Check for understanding of
the questions.
Teacher walks around helping
students where necessary. Ask
students to use their sense of
touch to feel the vibration when
they touch the straw.
When students have mostly
completed the task, ring the bell
verbally.
a). Max does not work well in
large groups or individually.
b). Max has difficulties with
spelling and reading. Doing
this for a long period of time
may lead him to lose
concentration and begin
daydreaming.
c). Max struggles with reading
and even though there are no
long sentences, he may
become inattentive.
d). Max often asks what he
needs to do because he easily
losses concentration during
explanations.
Max may become inattentive
while teacher is with other
students.
Max lacks the motivation to
completely finish tasks, as he
a). Max will be partnered with
an organised student so he
remains on task.
b). Provide students with a
range of modes to suit their
intelligence type.
c). Students can press the
sound icon beside a question if
they prefer to listen rather
than read it.
d). Ask for thumbs up, thumbs
down or thumbs to the side for
understanding.
Spend most time with Max and
his partner in order to observe
his learning.
Creating a pause during the
task to shorten the straws
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and ask them what they think will is easily bored. does not give Max time to
happen to the sound if we make become bored of the task.
the straw shorter. Students
hypothesis and investigate by
cutting straw shorter.

Students share their work to the
rest of the class.
Max may loose interest and
concentration while others a
presenting.
As each pairs task is
presented through different
modes, Max should be engaged
during this short period of
time.

Ask reflective questions, such as: Max may lose interest and not Paddle pop sticks with
what differences did you notice in participate in the discussion. students names can be
the sound the straw made as you randomly chosen to ensure
shortened it? Why do you think the Max and all students are
sound changed? Has the vibration engaged.
got anything to do with it? What
would happen if we used wider
straws? (Altering the length of the
straw changes the distance the
vibration needs to travel,
therefore changing the pitch) If
you have wide straws at home then
try this experiment with them and
report back to the class.

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Resources Assessment Strategies Evaluation

- Straws - Thumbs up, down or to the side Was the pace of the lesson appropriate for Max or should I
- Scissors - Think, pair, share have moved onto the next step once most students finished
- Whiteboard - Observation during paired task the previous one?
- Whiteboard marker - Observation of completed task Was there a noticeable difference between students
- Microsoft PowerPoint during lesson conclusion understanding of sound from the introduction to the
- Glue - Reflective questions conclusion of the lesson?
- Bell Did giving students optional modes rather than only one,
- iPads make hem more academically engaged?
- Laptops Did Max work productively with his partner?
- Scrapbooks Was I able to assess student learning through the reflection
- Writing books questions?
- Pencils
- Interactive White Board
(IWB)
- Paddle pop sticks with
names

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References

Alban-Metcalfe, J., & Alban-Metcalfe, J. (2001). Managing attention

deficit/hyperactivity disorder in the inclusive classroom: Practical

strategies for teachers. London, UK: David Fulton Publishers.

American Psychiatric Association. (2013a). Diagnostic and statistical manual

of mental disorders: DSM-5 (5th ed.). Arlington, USA: American

Psychiatric Publishing.

American Psychiatric Association. (2013b). Highlights of changes from DSM-

IV-TR to DSM-5. Retrieved from

http://www.dsm5.org/Documents/changes%20from%20dsm-iv-

tr%20to%20dsm-5.pdf

Anderson, D.L., Watt, S.E., Noble, W., & Shanley, D.C. (2012). Knowledge of

attention deficit disorder (ADHD) and attitudes toward teaching children

with ADHD: The role of teaching experience. Psychology in the

Schools, 49(6).

Barkley, R. A. (Ed.). (2014). Attention-deficit hyperactivity disorder: A

handbook for diagnosis and treatment. Guilford Publications.

Commonwealth of Australia. (1992). Disability Discrimination Act 1992.

Retrieved September 11, 2017 from

http://www.comlaw.gov.au/Details/C2014C00013

Commonwealth of Australia. (2005). Disability Standards for Education 2005.

Retrieved September 12, 2017 from

http://www.comlaw.gov.au/Details/F2005L00767

Efron, D., Hazell, P., & Anderson, V. (2011). Update on attention deficit

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hyperactivity disorder. Journal of paediatrics and child health, 47(10).

Foreman, P. & Arthur-Kelly, M. (2014). Inclusion in action. South Melbourne:

Cengage Learning Australia.

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

practical guide for classroom teachers (5th ed.). Upper Saddle River,

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McBurnett, K., Pfiffner, L. J., & Frick, P. J. (2001). Symptom properties as a

function of ADHD type: An argument for continued study of sluggish

cognitive tempo. Journal of abnormal child psychology, 29(3).

Rief, S. F. (2003). The ADHD book of lists: A practical guide for helping

children and teens with attention deficit disorders. San Francisco, CA:

Jossey-Bass.

Sagvolden, T., Johansen, E. B., Aase, H., & Russell, V. A. (2005). A dynamic

developmental theory of attention-deficit/hyperactivity disorder (ADHD)

predominantly hyperactive/impulsive and combined

subtypes. Behavioral and Brain Sciences, 28(3).

Sparrow, E. P., & Erhardt, D. (2014). Essentials of ADHD assessment for

children and adolescents. John Wiley & Sons.

Selikowitz, M. (2009). The facts: ADHD (2nd ed.). Oxford, UK: Oxford

University Press.

Travell, C., & Visser, J. (2006). ADHD does bad stuff to you: young people's

and parents' experiences and perceptions of Attention Deficit

Hyperactivity Disorder (ADHD). Emotional and Behavioural

Difficulties, 11(3).

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Vaughn, S., Bos, C.S., & Schumm, J.S. (2011). Teaching students who are

exceptional, diverse, and at risk in the general education classroom (5th

ed.). Upper Saddle River, USA: Pearson Education, Inc.

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