EDU 537: Foundations of Special and Inclusive Education

Student’s Module #20

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Lesson title: Learners with Difficulty Remembering and Materials:

Focusing Activity Sheets
Lesson Objectives:
At the end of this module, I should be able to: References:
1. Analyze the scenario below and apply the concepts learned Aligada-Hala, et.al (2020)
on this topic Foundations of Special and
2. List at least 5 teaching strategies to cater a learner with Inclusive Education (1st Edition)
hearing impairment Rex Bookstore, Manila, Philippines

Productivity Tip:
Take Regular Breaks. Believe it or not, taking a break will actually increase your productivity. Students
who try to cram for hours at a time do not perform at their peak. Our brain can only handle so much new
information before we begin to tire and lessen our retention.

A. LESSON PREVIEW

1) Introduction (2 mins)

In a regular classroom set-up you will notice students that are most of the times out of seat, some may
always play with a pen and pretends to listen, others keeps on kicking the chair of their classmate, and
others may keep on forgetting the instructions that you just had given. These students look average but
the behaviors they have needs accommodation. In this chapter we will understand better how do we
help these kinds of students.

2) Activity 1: What I Know Chart, part 1 (3 mins)

Let us determine if what do you know about our topic. Write your ideas in the first column.

What I Know Questions: What I Learned (Activity 4)

1 What do you know about
Attention Deficit Hyper Active
Disorder?

2 What are the characteristics of a

child with ADHD?

This document is the property of PHINMA EDUCATION

1
 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #20

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

B.MAIN LESSON

1) Activity 2: Content Notes (13 mins)

Read carefully the content notes and try to highlight or underline the key terms for greater level
of understanding.

Learners with Difficulty Remembering and Focusing

What is ADHD?
ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first
diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying
attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be
overly active.

Signs and Symptoms

It is normal for children to have trouble focusing and behaving at one time or another. However,
children with ADHD do not just grow out of these behaviors. The symptoms continue, can be severe, and
can cause difficulty at school, at home, or with friends. A child with ADHD might:
• daydream a lot
• forget or lose things a lot
• squirm or fidget
• talk too much
• make careless mistakes or take unnecessary risks
• have a hard time resisting temptation
• have trouble taking turns
• have difficulty getting along with others

Types
There are three different types of ADHD, depending on which types of symptoms are strongest in the
individual:

• Predominantly Inattentive Presentation: It is hard for the individual to organize or finish a task, to
pay attention to details, or to follow instructions or conversations. The person is easily distracted or
forgets details of daily routines.
• Predominantly Hyperactive-Impulsive Presentation: The person fidgets and talks a lot. It is hard
to sit still for long (e.g., for a meal or while doing homework). Smaller children may run, jump or climb
constantly. The individual feels restless and has trouble with impulsivity. Someone who is impulsive
may interrupt others a lot, grab things from people, or speak at inappropriate times. It is hard for the
person to wait their turn or listen to directions. A person with impulsiveness may have more accidents
and injuries than others.
• Combined Presentation: Symptoms of the above two types are equally present in the person.

This document is the property of PHINMA EDUCATION

2
 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #20

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

Causes of ADHD
Scientists are studying cause(s) and risk factors in an effort to find better ways to manage and reduce
the chances of a person having ADHD. The cause(s) and risk factors for ADHD are unknown, but current
research shows that genetics plays an important role. Recent studies of twins link genes with ADHD.1

In addition to genetics, scientists are studying other possible causes and risk factors including:
• Brain injury
• Exposure to environmental (e.g., lead) during pregnancy or at a young age
• Alcohol and tobacco use during pregnancy
• Premature delivery
• Low birth weight

Research does not support the popularly held views that ADHD is caused by eating too much sugar,
watching too much television, parenting, or social and environmental factors such as poverty or family
chaos. Of course, many things, including these, might make symptoms worse, especially in certain
people. But the evidence is not strong enough to conclude that they are the main causes of ADHD.

Diagnosis
Deciding if a child has ADHD is a process with several steps. There is no single test to diagnose ADHD,
and many other problems, like anxiety, depression, sleep problems, and certain types of learning
disabilities, can have similar symptoms. One step of the process involves having a medical exam,
including hearing and vision tests, to rule out other problems with symptoms like ADHD. Diagnosing
ADHD usually includes a checklist for rating ADHD symptoms and taking a history of the child from
parents, teachers, and sometimes, the child.

Teaching techniques for students with ADHD

Teaching techniques that help students with ADHD focus and maintain their concentration on your lesson
and their work can be beneficial to the entire class.

Starting a lesson
• Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can
use subsequent cues to show how much time remains in a lesson.)
• Establish eye contact with any student who has ADHD.
• List the activities of the lesson on the board.
• In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell
students exactly what materials they’ll need.

Conducting the lesson

• Keep instructions simple and structured. Use props, charts, and other visual aids.
• Vary the pace and include different kinds of activities. Many students with ADHD do well with
competitive games or other activities that are rapid and intense.
• Have an unobtrusive cue set up with the student who has ADHD, such as a touch on the shoulder or
placing a sticky note on the student’s desk, to remind the student to stay on task.
• Allow a student with ADHD frequent breaks and let him or her squeeze a rubber ball or tap something

This document is the property of PHINMA EDUCATION

3
 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #20

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

that doesn’t make noise as a physical outlet.

• Try not to ask a student with ADHD perform a task or answer a question publicly that might be too
difficult.

Ending the lesson

• Summarize key points.
• If you give an assignment, have three different students repeat it, then have the class say it in unison,
and put it on the board.
• Be specific about what to take home.

2) Activity 3: Skill-building Activities

Let’s check what you have learned. Analyze the scenario below and apply the concepts learned on this
topic.

Ben is a 5th grade student. His teacher always calls his attention because he is out of seat. Sometimes
he pokes his classmate’s arm for no reasons. Also, he keeps on asking the same question again and
again. Given the situation how do we help Ben? What are the behaviors we need to correct and what
are the specific accommodations?

Behavior Accommodation

This document is the property of PHINMA EDUCATION

4
 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #20

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

3) Activity 4: What I Know Chart, part 2 (2 mins)

Now let us assess if you have learned something new, let’s go back to the What I Know Chart from
Activity 1 and write your answers to the questions based on what you know now in the third column of
the chart.

4) Activity 5: Check for Understanding (5 mins)

List at least 5 teaching strategies you can do in order to cater the needs of a learner with ADHD.

1)________________________________________________________________________________

2)________________________________________________________________________________

3)________________________________________________________________________________

4)________________________________________________________________________________

5)________________________________________________________________________________

C. LESSON WRAP-UP

1) Activity 6: Thinking about Learning (5 mins)

Congratulations for finishing this module! Shade the number of the module that you finished.

Great Job! Did you finish all parts of the module? Do you have any questions you may want to ask to
clarify the topic? You may write any question to further help you learn and your teacher will get to you
on the answers.

This document is the property of PHINMA EDUCATION

5
 EDU 537: Foundations of Special and Inclusive Education
Student’s Module #20

Name:______________________________________________________ Class number: _______

Section: _______________ Schedule:____________________________ Date: _______________

FAQs

Food for Thought!

If you have questions that you cannot ask to your teacher, this may help you clarify things out.

1. How do ADHD students learn best?

→ Students with ADHD learn best with a carefully structured academic lesson- one where the teacher
explains what he or she wants children to learn in the current lesson and places these skills and
knowledge in the context of previous lessons.

KEY TO CORRECTIONS

Answers on Skill-building Activity (Act.3)

(Answers may vary)

Answer on Check for Understanding Activity (Act. 5)

(Answers may vary)

This document is the property of PHINMA EDUCATION

6