ATTENTION TO DIVERSITY AND EDUCATIONAL INCLUSION

2023-2024

UNIVERSIDAD REY JUAN CARLOS

PRIMARY EDUCATION

Reading and analysis of information:

STUDENT’S NAME AND SURNAME: Sofía Castilla Mahlknecht

DATE: Tuesday 2nd of April

TOPIC: ADHD

MAIN IDEAS:
(In this section you have to develop the main ideas and concepts) min. 500-700
words:

Article 1:(642 words)

The first article provided, “The Educational Implications of ADHD: Teachers

and Principals Thoughts Concerning Students with ADHD”, presents a
multifaceted challenge in educational settings, affecting students, educators, and
administrators alike. From varied perspectives and attitudes to the practical
implications of accommodating students with ADHD, the educational landscape
navigates through complexities shaped by personal experiences, diagnostic
processes, and societal perceptions.

In this section, it will be discussed the complex landscape of Attention Deficit

Hyperactivity Disorder (ADHD) in educational settings, delving into varied main
ideas that the text provides.
To start with, it is important to mention the Personal Experiences and
Perceptions, the individual experiences with ADHD, whether personal or through
close relatives, significantly shape attitudes towards the disorder and its
treatment. As mentioned in the text, individuals who have witnessed the
transformative effects of medication firsthand often become staunch advocates
for its use1. This evolution from skepticism to support underscores the power of
personal experience in shaping perceptions of ADHD management.
Moving on, the variability in Attitudes and Understanding. The educators and
administrators harbor diverse attitudes towards ADHD, ranging from skepticism
about the validity of the diagnosis to staunch advocacy for accommodating
students with ADHD. This variability reflects a broader societal spectrum of
understanding, where some view ADHD as a genuine health impairment while
others perceive it as a behavioral issue requiring discipline. The text highlights

1
Shaughnessy, M. F., & Waggoner, C. R. (2015). The educational implications of ADHD: Teachers and
principals thoughts concerning students with ADHD. Creative education, 06(02), p.215.
https://doi.org/10.4236/ce.2015.62020

1
 the complexity of navigating these attitudes within educational settings, where
educators must balance differing perspectives while ensuring the well-being and
academic success of all students2
It is important to highlight the importance of the Diagnostic Processes and
Professional Perspectives. The process of diagnosing ADHD involves medical
professionals, but educators also play a crucial role in recognizing and addressing
symptoms3. While some educators acknowledge the need for certified
professionals in diagnosis, others may have limited understanding of the
diagnostic process, leading to misconceptions or doubts about the validity of
ADHD diagnoses. This lack of clarity underscores the importance of
collaboration between medical professionals and educators in supporting students
with ADHD effectively4.

Additionally it may be mentioned the Accommodations and Support that schools

often provide. Such as behavior intervention plans, 504 plans, or Individualized
Education Plans (IEPs) to support students with ADHD 5. However, the extent to
which these accommodations are implemented varies among teachers, with some
struggling to prioritize them amidst other responsibilities. This discrepancy
underscores the need for consistent support and training to ensure that educators
can effectively implement accommodations and support strategies for students
with ADHD.

According to the article, it can also be confirmed that the age and Developmental
Considerations are significant when talking about attitudes towards ADHD. This
may vary based on the developmental stage of students, with preschool teachers
often viewing hyperactivity differently from kindergarten or higher-grade
educators. Preschool environments may prioritize active learning and shorter
periods of seat time, while kindergarten and higher-grade classrooms may place
greater emphasis on self-regulation and attention management 6. Understanding
these developmental nuances is crucial for tailoring support strategies to meet the
unique needs of students at different stages of their educational journey.
To sum up, the need for Further Research and Collaboration is another important

2
Shaughnessy, M. F., & Waggoner, C. R. (2015). The educational implications of ADHD: Teachers and
principals thoughts concerning students with ADHD. Creative education, 06(02), p.216.
https://doi.org/10.4236/ce.2015.62020

3
Young, S., Adamo, N., Ásgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., Cubbin, S., Deeley, Q.,
Farrag, E., Gudjonsson, G., Hill, P., Hollingdale, J., Kilic, O., Lloyd, T., Mason, P., Paliokosta, E.,
Perecherla, S., Sedgwick, J., Skirrow, C., … Woodhouse, E. (2020). Females with ADHD: An expert
consensus statement taking a lifespan approach providing guidance for the identification and treatment of
attention-deficit/ hyperactivity disorder in girls and women. BMC Psychiatry, 20(1).
https://doi.org/10.1186/s12888-020-02707-9

4
Shaughnessy, M. F., & Waggoner, C. R. (2015). The educational implications of ADHD: Teachers and principals
thoughts concerning students with ADHD. Creative education, 06(02), p.221. https://doi.org/10.4236/ce.2015.62020

5
Tatlow-Golden, M., Prihodova, L., Gavin, B., Cullen, W., & McNicholas, F. (2016). What do
general practitioners know about ADHD? Attitudes and knowledge among first-contact
gatekeepers: systematic narrative review. BMC Family Practice, 17(1).
https://doi.org/10.1186/s12875-016-0516-x

6
Shaughnessy, M. F., & Waggoner, C. R. (2015). The educational implications of ADHD: Teachers and principals
thoughts concerning students with ADHD. Creative education, 06(02), p.221. https://doi.org/10.4236/ce.2015.62020

2
 main idea to count with. While the text provides valuable insights into attitudes
and practices regarding ADHD in educational settings, there is a recognized need
for further research to better understand the educational implications of ADHD
and the effectiveness of different interventions. 7Collaboration between educators,
medical professionals, researchers, and policymakers is essential for advancing
knowledge and implementing evidence-based practices that support the diverse
needs of students with ADHD.
To conclude, understanding ADHD in educational settings requires a multifaceted
approach that considers personal experiences, professional perspectives,
diagnostic processes, and societal attitudes. By fostering collaboration, promoting
awareness, and implementing evidence-based interventions, educators and
administrators can create inclusive learning environments where all students,
including those with ADHD, can thrive and succeed.

Article 2:(693 words)

The second article provided, “Academic and Educational Outcomes of Children
With ADHD”, presents significant challenges for children in academic settings,
impacting their educational outcomes and long-term success.

In this section, it will be discussed the main ideas and concepts presented in the
text regarding the academic characteristics of children with ADHD, the effects of
treatments on academic outcomes, and strategies for improving educational
interventions and services.

Firstly, the article presents some academic characteristics of Children with

ADHD. They often face persistent academic challenges that manifest across
various domains, including grade retention, standardized test performance, and
social participation. Longitudinal studies have shown that compared to their peers
without ADHD, those with ADHD are more likely to fail grades, receive lower
ratings on report cards, and experience difficulties in social participation, such as
prolonged time to complete high school and lower rates of college attendance and
graduation8. Moreover, even children with symptoms of ADHD but without
formal diagnoses exhibit adverse academic outcomes, indicating the pervasive
impact of ADHD-related symptoms on educational achievement9.

Now, let's explore how different treatments influence the educational

achievements of children with ADHD. Medical treatments, particularly
psychopharmacological interventions like stimulant medications, have shown
efficacy in reducing core ADHD symptoms but have limited impact on academic
7
Shaughnessy, M. F., & Waggoner, C. R. (2015). The educational implications of ADHD: Teachers and principals
thoughts concerning students with ADHD. Creative education, 06(02), p.222. https://doi.org/10.4236/ce.2015.62020

8
Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit
hyperactivity disorder. School Psychology International, 26(3), 330–339.
https://doi.org/10.1177/0143034305055977

9
Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with
ADHD. Journal of Pediatric Psychology, 32(6), 643–654. https://doi.org/10.1093/jpepsy/jsl054
p.646.

3
 achievement and learning outcomes10. Additionally, behavioral interventions,
such as behavioral parent training and classroom interventions, have been
effective in reducing ADHD symptoms but have shown mixed results in
improving academic and educational outcomes. Studies confirm that comparing
medication and behavioral interventions suggest that while medication may be
more effective in reducing core symptoms, behavioral interventions may have
broader benefits in improving functioning and parent-child interactions11.

Transitioning to educational support systems, let's examine the current

approaches and their effectiveness. The text emphasizes the importance of
implementing educational interventions and help to address the unique needs of
children with ADHD12. However, current approaches often focus on reducing
problematic behaviors rather than enhancing academic performance. Remedial
educational services, including special education and Section 504
accommodations, aim to support students with ADHD but lack empirical
evidence regarding their effectiveness in improving academic outcomes 13.
Furthermore, there is variability in the utilization and implementation of these
services, highlighting the need for standardized approaches and greater
collaboration among educators, parents, and healthcare professionals.

Shifting focus to proactive interventions, let's consider the multifaceted approach

proposed to address the needs of these children. To enhance academic and
educational outcomes for children with ADHD, the text proposes a multifaceted
approach encompassing various interventions and systemic changes within
educational settings. This includes Universal Design Improvements, Specific
Interventions for ADHD, Increased Physical Activity, Alternative Methods of
Discipline and for the Systems to Change. On the one hand, the article offers
implementing classroom modifications such as small class sizes and reducing
distractions to create a conducive learning environment for all students, including
those with ADHD. On the other hand, it mentions tailoring interventions such as

10
Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with
ADHD. Journal of Pediatric Psychology, 32(6), 643–654. https://doi.org/10.1093/jpepsy/jsl054
p.646

11
Daley, D., van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., & Sonuga-
Barke, E. J. S. (2014). Behavioral interventions in attention-deficit/hyperactivity disorder: A
meta-analysis of randomized controlled trials across multiple outcome domains. Journal of the
American Academy of Child and Adolescent Psychiatry, 53(8), 835-847.e5.
https://doi.org/10.1016/j.jaac.2014.05.013

12
Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with
ADHD. Journal of Pediatric Psychology, 32(6), 643–654. https://doi.org/10.1093/jpepsy/jsl054 p.648

13
Fabiano, G. A., Naylor, J., Pelham, W. E., Jr, Gnagy, E. M., Burrows-MacLean, L., Coles, E.,
Chacko, A., Wymbs, B. T., Walker, K. S., Wymbs, F., Garefino, A., Mazzant, J. R., Sastry, A.
L., Tresco, K. E., Waschbusch, D. A., Massetti, G. M., & Waxmonsky, J. (2022). Special
education for children with ADHD: Services received and a comparison to children with ADHD
in general education. School Mental Health, 14(4), 818–830. https://doi.org/10.1007/s12310-
022-09514-5

4
 choice-making strategies, peer tutoring, and computer-aided instruction to address
the unique needs of children with ADHD and promote academic engagement.
Thirdly, it reflects on the idea of incorporating regular physical activity breaks
and recess to reduce overactivity and enhance behavioral regulation in children
with ADHD14. The relevance of moving away from punitive disciplinary
measures and adopting proactive approaches that teach appropriate behaviors and
reinforce positive outcomes. Lastly, the text explains that implementing systemic
changes such as improved education and training for teachers, enhanced
collaboration among stakeholders, and policies to track the outcomes of children
with ADHD to create a supportive and inclusive educational environment could
be something to consider15.

In conclusion, addressing the academic and educational needs of children with

ADHD requires a comprehensive and collaborative approach that integrates
medical, behavioral, and educational interventions. While current treatments
show efficacy in reducing ADHD symptoms, they often fall short in improving
academic outcomes. By adopting evidence-based strategies and advocating for
systemic changes within educational systems, stakeholders can better support the
academic success and long-term well-being of children with ADHD. Continued
research and concerted efforts are necessary to bridge the gap between theory and
practice and ensure equitable educational opportunities for all children, regardless
of their neurodevelopmental differences.
REFLECTIONS:

(In this section you must add a conclusion in which we could observe personal
reflections, aspects that you want to emphasise and/or new and significant contents)
min. 700- 900 words: 796 words

In conclusion, after reading and analyzing both of the articles provided, both of
them present interesting topics, debates and scenarios about the exploration of
ADHD in educational settings.

As someone deeply invested in promoting understanding and support for

individuals with ADHD and as a future teacher, I wholeheartedly recommend both
articles for anyone seeking to broaden their knowledge and awareness of this
critical topic. These articles offer invaluable insights into the complex challenges
faced by students with ADHD in educational settings, as well as the multifaceted
approaches needed to address their unique needs effectively. By reading and
sharing these articles, we can contribute to greater awareness, empathy, and
advocacy for individuals with ADHD, ultimately fostering more inclusive and
supportive environments for their academic and personal success.

First and foremost, it is imperative to acknowledge the diversity of perspectives

surrounding ADHD and its management. Personal experiences play a profound
14
Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with
ADHD. Journal of Pediatric Psychology, 32(6), 643–654. https://doi.org/10.1093/jpepsy/jsl054 p.649

15
Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with
ADHD. Journal of Pediatric Psychology, 32(6), 643–654. https://doi.org/10.1093/jpepsy/jsl054 p.650

5
role in shaping attitudes towards the disorder, with individuals often evolving from
skepticism to support as they witness the transformative effects of medication or
behavioral interventions. This underscores the importance of empathy and
understanding in navigating conversations about ADHD, as well as the need for
continued education and awareness efforts to dispel misconceptions and promote
evidence-based practices.

Furthermore, the variability in attitudes among educators and administrators

underscores the need for tailored support and training to effectively accommodate
students with ADHD in educational settings. While some educators may advocate
for inclusive practices and prioritize the implementation of accommodations,
others may harbor doubts about the validity of ADHD diagnoses or struggle to
prioritize support amidst other responsibilities. Bridging these gaps requires
collaboration and communication among stakeholders, as well as proactive efforts
to address misconceptions and provide consistent support.

Moreover, the diagnostic process emerges as a critical juncture in the journey of

students with ADHD, where collaboration between medical professionals and
educators is essential. However, inconsistencies in understanding and
implementing diagnostic criteria may lead to challenges in identifying and
supporting students with ADHD effectively. This highlights the importance of
clear communication and collaboration between healthcare providers and
educators, as well as ongoing professional development to enhance diagnostic
literacy and practices.

Additionally, the articles shed light on the limitations of current educational

interventions in addressing the multifaceted needs of students with ADHD. While
accommodations such as behavior intervention plans and Individualized Education
Plans (IEPs) aim to support students with ADHD, their effectiveness may vary,
and implementation challenges persist. This underscores the need for evidence-
based interventions that prioritize academic success and holistic well-being, as
well as systemic changes within educational systems to foster inclusive
environments where all students can thrive.

Considering the proposed multifaceted approach to supporting students with

ADHD, several key strategies emerge. Implementing classroom modifications to
create conducive learning environments, tailoring interventions to address the
unique needs of students with ADHD, incorporating regular physical activity
breaks to enhance behavioral regulation, and advocating for systemic changes such
as improved education and training for teachers are all essential components of a

6
comprehensive support framework. However, effective implementation requires
ongoing collaboration, resource allocation, and commitment from all stakeholders.

As I reflect on these insights, I am struck by the complexity and

interconnectedness of the factors influencing the educational outcomes of students
with ADHD. While progress has been made in understanding and supporting the
diverse needs of these students, there is still much work to be done. Continued
research, advocacy, and collaboration are necessary to bridge the gap between
theory and practice, ensuring equitable educational opportunities for all students,
regardless of their neurodevelopmental differences.

In conclusion, navigating the educational implications of ADHD demands a

multifaceted approach that considers personal experiences, societal attitudes,
diagnostic processes, and evidence-based interventions. By fostering empathy,
understanding, and collaboration among stakeholders, we can create inclusive
learning environments where all students, including those with ADHD, can thrive
and succeed. It is my hope that the reflections and emphasis points discussed in
this conclusion will contribute to ongoing efforts to support the academic and
educational outcomes of students with ADHD, ultimately fostering a more
inclusive and equitable educational landscape for all. inclusive and equitable
educational landscape for all. It is important to mention that in formulating the
main ideas presented in the articles provided, I have drawn upon additional outside
sources and literature to bolster and enrich the discussion. By incorporating
insights from these external articles and sources, I aimed to provide a more
comprehensive understanding of the complex topics explored within the provided
texts. It is my belief that referencing these supplementary materials not only
strengthens the credibility of the analysis but also demonstrates a commitment to
thorough research and a desire to present a well-rounded perspective on the
subject matter. Should you require further details or specific references to the
external sources utilized, they are cited bellow in alphabetic order in the references
section.

7
References (APA style 7th edition):

Daley, D., van der Oord, S., Ferrin, M., Danckaerts, M., Doepfner, M., Cortese, S., & Sonuga-
Barke, E. J. S. (2014). Behavioral interventions in attention-deficit/hyperactivity disorder:
A meta-analysis of randomized controlled trials across multiple outcome
domains. Journal of the American Academy of Child and Adolescent Psychiatry, 53(8),
835-847.e5. https://doi.org/10.1016/j.jaac.2014.05.013

Fabiano, G. A., Naylor, J., Pelham, W. E., Jr, Gnagy, E. M., Burrows-MacLean, L., Coles, E.,
Chacko, A., Wymbs, B. T., Walker, K. S., Wymbs, F., Garefino, A., Mazzant, J. R.,
Sastry, A. L., Tresco, K. E., Waschbusch, D. A., Massetti, G. M., & Waxmonsky, J.
(2022). Special education for children with ADHD: Services received and a comparison to
children with ADHD in general education. School Mental Health, 14(4), 818–830.
https://doi.org/10.1007/s12310-022-09514-5

Heiman, T. (2005). An examination of peer relationships of children with and without attention
deficit hyperactivity disorder. School Psychology International, 26(3), 330–339.
https://doi.org/10.1177/0143034305055977

Loe, I. M., & Feldman, H. M. (2007). Academic and educational outcomes of children with
ADHD. Journal of Pediatric Psychology, 32(6), 643–654.

8
 https://doi.org/10.1093/jpepsy/jsl054

Shaughnessy, M. F., & Waggoner, C. R. (2015). The educational implications of ADHD: Teachers
and principals thoughts concerning students with ADHD. Creative education, 06(02),
215–223. https://doi.org/10.4236/ce.2015.62020

Tatlow-Golden, M., Prihodova, L., Gavin, B., Cullen, W., & McNicholas, F. (2016). What do
general practitioners know about ADHD? Attitudes and knowledge among first-contact
gatekeepers: systematic narrative review. BMC Family Practice, 17(1).
https://doi.org/10.1186/s12875-016-0516-x

Young, S., Adamo, N., Ásgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., Cubbin, S.,
Deeley, Q., Farrag, E., Gudjonsson, G., Hill, P., Hollingdale, J., Kilic, O., Lloyd, T.,
Mason, P., Paliokosta, E., Perecherla, S., Sedgwick, J., Skirrow, C., … Woodhouse, E.
(2020). Females with ADHD: An expert consensus statement taking a lifespan approach
providing guidance for the identification and treatment of attention-deficit/ hyperactivity
disorder in girls and women. BMC Psychiatry, 20(1). https://doi.org/10.1186/s12888-020-
02707-9