Final Essay Exam

#3) As a second grade, general education teacher, acquiring the skills to both observe, and
recognize, common symptoms of ADHD is keyas to provide the fitting accommodations
necessary to assure that any student suffering from this disorder receives the proper, equal
education under my instruction that they, undoubtedly, deserve, as well as due to the increasing
number of students diagnosed with such disorder, today.
Through growing quite knowledgeable of the typical symptoms in which a student
suffering from ADHD commonly exhibits, as I worked with a particular student of mine on a
day-to-day basis, I grew suspicious that he was one of the many students today who, in fact, were
functioning with ADHD. Once such suspicion regarding Lorn developed, I promptly contacted a
Child Study Team, and a conference between them, myself, and Lorns mother was scheduled
as to begin the creation of an effective instructional plan to meet his specific needs, and assure
that his disorder would be one not resulting in any significant cognitive delays, or substantial life
altering circumstances. In regards to Lorn, The Child Study Team strongly suggested that ADHD
medication would be most beneficial in assisting the second grader in living a lifestyle of
maintained behavior, and overall prosperity. However, his mother, a naturalist, provided an
alternative solution involving the use of a natural formula, in place of such prescribed
medications. Although both The Child Study Team and I may have viewed her decision as one
lacking true ethics and success, in regards to a students education, a parental decision always
holds more authority than any school officials. It is for this reason, that, I was forced to accept
Lorns mothers decision regarding natural remedies, and begin immediately creating
accommodations for Lorn within my classroomdue to the fact that, now diagnosed with

ADHD, he will, inevitably, still require assistance in obtaining academic success at the second
grade level, and it is my responsibility as his teacher to assure that he, in fact, does.
While choosing only the most successful strategies to incorporate within my classroom
environment to meet Lorns unique needs, it was crucial that I focus on not only how I was going
to alter the ways in which I instruct my lessons, but, also, consider the ways in which my
classroom would be setup in terms of its physical appearance, and the techniques I will depend
on as to not only improve Lorns educational experience, but, also, fail to disrupt the educational
experiences of my remaining second grade students who have, fortunately, not been diagnosed
with ADHD.
In terms of the physical appearance of my classroom, with understanding that children
diagnosed with ADHD, on average, grow more easily distracted by external forces such as
activities occurring outside of a window or door, I will choose to, instead, position Lorns desk
toward the center of the classroom, directly in front of where I will primarily teach. In doing so, I
will, hopefully, prevent the inattentiveness due to his disorder to grow excessive; as he will have
a greater opportunity of remaining focused on my lesson if I am able to both acquire, and obtain,
eye contact with him, for my lessons entirety.
Regarding my lessons and the ways in which I will effectively introduce each to my
class, by understanding the unique needs of a child with ADHD, I will need to modify my
instructional techniques as to provide Lorn with the same education as experienced by each of
his non-ADHD diagnosed peers. Due to the fact that students suffering from ADHD have an
increased difficulty with following instructions of great length, I will, throughout any given

activity, assure that each step is explained both individually as well as repetitively, and ask that a
minimum of three students, as well as Lorn, himself, reiterate the instructions aloud. Due to the
fact that many students suffering from ADHD are able to appear engaged in a lesson, yet, be
unable to repeat what a teacher has spoken of but minutes prior, it is important that I, without
requiring Lorn to complete any tasks too challenging in a public manner, ask that he does repeat
specific portions of my instructions once they are explained aloud. Additionally, I will describe
each portion of my instructions in a thorough, easily understood, fashion, and, especially in the
event that Lorns outbursts of anger cause him to appear anxious, maintain a soft, nonthreatening
tone in my voice (as I will, as an instructor of the second grade, strive to obtain through each of
my lessons, regardless). In signaling the start of a lesson, I will incorporate a distinct sound, and,
through my explanations entirety, use this same sound to cue the remaining amount of time in
regards to such session. Content of increased difficulty will be, primarily, taught at the beginning
of the day, and, prior to beginning a lesson, I will list each activity that will be conducted, on the
board. In doing so, I will, hopefully, have an increased amount of attentiveness from Lorn, while
also informing him, specifically, of exactly what is expected of him in regards to the specific
lesson at hand. Furthermore, I will review concepts already introduced, incorporate both preview
and summative techniques, and strive to keep a chronological method to my lessons, through the
use of organizational outlines which will further explain information orally described. Visual
support, of any type, will also prove itself beneficial as to incorporate within each of my lessons.
In doing so, whether through the use of pictures, multimedia, or color-coded charts, Lorn will
lack an opportunity to become bored with my lesson, and, in doing so, will grow to be more
focused, and successful, within my classroom. Finally, if Lorn is a student who maximizes

understanding of particular subject matter if reiterated many times aloud, as many students with
this same diagnosis are, I will allow him to bring a tape recorder to class as to have a concrete
source of notes, in which he can refer back to once he has arrived at home at a later point in time.
On a daily basis, I will, as a second grade, general education teacher, provide my students
with an abundance of opportunities to practice their skills of a variety of subject matter, through
completing a multitude of enjoyable yet cognitively-based, grade-level specific, assignments. In
doing so, however, I must take into consideration the fact that, while many of my students who
appear to not possess symptoms of ADHD can easily complete assignments of a particular
nature, Lorn, a student of mine suffering from this disorder, may struggle greatly in attempting to
do so. It is for this reason that I must accommodate for Lorns unique needsas to provide him
with an equal opportunity to excel academically, as the rest of his young peers. Whether it be
through allowing Lorn additional time to complete a given assignment, or lessen the amount of
problems assigned while failing to decrease the level of cognitive demand, there are ways in
which I, as his teacher, can assure that Lorn is still receiving an adequate education, without
growing frustrated due to a massive workload. As well, to further avoid this type of overload, I
can assign one task at a time, versus projects of a more long-term nature. Additionally, studies
have shown that students diagnosed with ADHD learn more efficiently with the incorporation of
technology, due to a common lack of fine motor skills. It is for this reason that, funding
permitted, while students are requested to complete work independently, I will prepare an online
version for Lorn to complete on a tablet or computer.

As assessment continues to become increasingly vital within public school systems,

specifically, through developing the necessary strategies as to accommodate for Lorns unique
needs, ways to effectively assess his understanding of subject matter is, of course, another main
concern of mine, as his second grade teacher. While most assessments given within an average
school setting are ones requiring students to remain seated quietly through its completion, a
student suffering from ADHD is, unfortunately, unable to perform under those particular
circumstances. Lorn, as a student diagnosed with ADHD, simply cannot be expected to remain
still and focused for the period of time that most tests assigned require students to be.
Specifically, Lorn is generally a squirmy, fidgety child, who generally performs poorly on
assessments not due to his cognitive abilities, but, rather, his inability to maintain an interest and
focus on any one task, individually. It is for this reason, that, once his unique strengths and
weaknesses are discovered, I must examine his understandings of particular material only in the
ways in which he is successfulwhether this is found to be through oral communication,
providing responses in a printed, standard form, or a combination of the two. If assessing Lorn in
such a way as to require that he does sit in his desk for a definite period of time, through
understanding that students diagnosed with ADHD are more likely to remain focused if
performing under timed, competitive circumstances, placing a cooking timer on Lorns desk will
assist him in remaining engaged, until his test is completed in full.
In regards to Lorns disorder and his constant need to remain on the go, it is important
that I, as his teacher, allow him to both take frequent breaks, and release his, inevitable, excess
energy; through unique, classroom-appropriate techniques, in which I will introduce to him.
Whether it be through suggesting that he cool down in a designated, relaxing area of the

classroom (assuring that he understands that this time of relaxation is not parallel to a time out,
or punishment of any kind), walk from his desk to destinations within our classroom such as the
pencil sharpener, or ask Lorn to run particular errands for me like delivering items to other
classrooms, providing him with break periods from sitting in his seat will improve his
educational experience within my class, as a whole. In the event that Lorn appears anxious and in
need of his own space, I will, also, use a technique in which requires the use of two folders, and,
through standing each around his desk, create a cubicle or office feelwhich will provide
Lorn with a sense of personal space, and overall relaxation. Learning that students suffering
from ADHD perform at an increased degree if provided with opportunities to keep tactile items
in their hands, I will, also, provide items such as squishy balls and pieces of string for Lorn to
use, while completing a variety of assignments (in the event that doing so does not distract any of
his peers, or himself).
With the preparation of these many techniques used to organize a classroom environment
that is designed to accommodate for the needs of a student diagnosed with ADHD specifically,
the possibility remains that, after incorporating each of these changes, Lorn still may act in ways
that become disruptive to his peers, and myself, alike. Generally, students suffering from ADHD,
especially at the young age of grade two, will develop tendencies relating to interruptions when
others are speaking, failure to allow others to take equal turns once they have taken their own,
and blurting out responses without incorporating the necessary thought, or hand gesture, to do so
appropriately in a classroom environment. In the event that such behaviors arise, I will work with
Lorn as to develop nonverbal gestures to request that he kindly stops his actions. Nonverbal
gestures, such as touching my cheek with my fingers or raising my eyebrows and widening my

eyes in an animated, recognizable, and understood, manner, will prove effective in both
informing Lorn that his behavior is inappropriate, while also allowing my lesson to continue in
an undisturbed fashion. Additionally, as to further prevent my lessons from becoming
interrupted, I will strive to ignore minor behaviors exhibited by Lorn, as to, hopefully, have his
conduct simply stop in regards to boredom. With this, however, if I am planning to react to
Lorns behavior, it is important that I do so, to both positive and negative, at an immediate pace
as to enforce its significance within a classroom environment, specifically.
As an instructor of young minds, an important responsibility of mine includes instilling
life-skills into my students, such as ones involving organization. However, due to his disorder,
Lorn may, through no fault of his own, be less able to independently follow many organizational
techniques that other students may. It is because of this that his ability to succeed within my
classroom may be effected, through understanding that there is, in fact, a large correlation
between organizational skills and a students overall academic success. Therefore, as his teacher,
I must suggest that his books are each color coded, separated on the basis of subject matter, and,
furthermore, assure that he uses an effective system to keep track of each of his homework
assignments. Additionally, once a lesson concludes, I must specify what materials Lorn will need
to bring home, in order to efficiently complete the particular homework assignment at hand.
Moreover, in general, students suffering from symptoms associated to ADHD have difficulties in
regards to proper planning. It is due to this disadvantage that many students diagnosed with
ADHD appear careless in regards to their education. However, through understanding this
obstacle in which Lorn, too, exhibits, I can further prompt him in acquiring the necessary skills
to remain organized, and engaged, with each day spent within my second grade classroom.

Socialization is an additional skill that is both vital in early development, as well as one
that can be altered negatively, and greatly, in the event that a student behaves in such a way as
many suffering from ADHD do. However, through understanding that students diagnosed with
ADHD, such as Lorn, lack fine motor control, I can use this knowledge to assign Lorn with a
buddy, who will, in the event that he becomes unable to copy notes properly, eagerly assist him
in completing such action. In doing so, not only will Lorns academic success improve, due to
his improved notes. Rather, he will form a bond with a particular classmate, as well.
In all, as Lorns teacher, it is my duty to both encourage, and reassure him, in the event
that his ADHD symptoms are causing him to struggle academically. I must set aside the
necessary time within the school day to talk with Lorn in an individualized manner, and, overall,
I must conduct each of my lessons in such a way as to accommodate for his individual needs.
With this, although I cannot say that I agree with his mothers decision to refrain from
medicating Lorn due to his disorder, there are, luckily, an abundance of techniques in which I can
incorporate within my classroom as to assist him through the struggles that he may be faced
with. In doing so, I will gain eternal joy in knowing that I am making a definite impact on the life
of Lorn, and, it is with this, that my career choice grows rewarding, and I, as an educator, grow
truly purposeful.