Research and Pedagogy: Provide education to disabled in an inclusive school

Running head: TEACHING
Research and Pedagogy: Provide education to disabled in an inclusive school

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Introduction
Educational research can be used to improve pedagogical practices. Education is such a
huge domain which requires thorough understanding and improvement at every step. Each
student has his or her own interests, capabilities and drawbacks which needs to be addressed
through teaching methods. New teaching methods are required to be researched and then
implemented to improve individual performance. The aim of this study is to address the key
educational issues of students with Attention Deficit Hyperactivity Disorder (ADHD). ADHD is
a mental health disorder in which children become inattentive. There are numerous challenges
faced by these studentsthatact a disadvantage to them. In the following paragraphs, the
interrelationship between research and pedagogy will be explored in the context of “Measuring
the Written Language Disorder among Students with Attention Deficit Hyperactivity Disorder”
by Mitchnick et al., (2017). This will be followed with a critical analysis of the literature review,
methods, results, conclusion and recommendations given in the article. The recommendations for
the lesson plan for disabled students developed by BOSTES resourceswill be provided in the
study(Appendix). This will help in improving the pedagogical practices, hence facilitating the
appropriate method for students with a disability.
Issues and challenges faced by ADHD students
More often than not, ADHD in children goes unnoticed. The moment parents and
teachers realise that a child may be suffering from ADHD, it becomes difficult for them to first
accept and then to cope with it. The attitude of teachers is based on the delivering
ofcomprehensive education to all students irrespective of an understanding of the special
requirements of anADHD-affected student..These children require special attention, since they

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cannot sit for too long.It is not easy for the teachers to make them understand tough and crucial
chapters. Students affected by ADHD have the tendency to get bored and start roaming in the
class. For them, remembering important points is also a tough task. Their lack of attention is not
only within the school but at home as well (AITSL, 2013). Parents will see their children being
inattentive and hyperactive. Parents try to overlook this habit as a trait of childhood but after a
certain age when other children of the same age behave properly, concern arises. A crucial aspect
of ADHD is that it is often recognised quite late in a child’s development.
Conceptualising ADHD Student’s Engagement
The concept of an inclusive school is ideal,provided that teachers should understand the
disorder of the student. All students are entitled to equality in the context of educational options
and opportunities. The Commonwealth and State educational governments advocate the concept
of inclusive schools where disabled students will be able to access education in a conventional
way (Fredericks, Blumenfeld& Paris, 2004,p.97). However, teachers face problems related to the
extra time required for these students, and the demotivated attitudes of the students because of
low performance as compared to able-students.
Teachers have identified that these students have difficulty with writing, getting confused
by words and spelling. Common mistakes include grammar, punctuation and sentence formation
errors. ADHD students are hyperactive and tend to indulge in mostly inappropriate
activities.Another disorder which can be related to ADHD students is Written Language
Disorder (WLD). Children are more likely to miss the flow of writing and deviate from the main
topic,causing troubles in completing their written assignments. As stated by Mitchnick& Fraser
(2016), WLD has been diagnosed through psychological educational assessments, involving

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physical and neurological evaluations to help teachers identify students with these problems.
Their participation rate in educational activities is low compared to other students, but they do
fairly well in extra-curricular activities such as sports and dance. These activities utilise and
channelthe energy of ADHD students and helpteachers to divert their attention from
inappropriate activities (Dana &Yendol-Hoppey, 2009). It has been found that ADHD students
are at greater risk of a lack of options and opportunities (Whipple et al., 2003,p.39). The
disadvantages that ADHD students experience in the education system and the lack of
pedagogical framework has put them in this challenging situation.
ADHD students are subject to educational disadvantages in the schooling system. They
typically achieve lower academic results, particularly in written assignments. They are more
likely to exhibit absenteeism and lower retention rates than normal students. They do not
perform well in subjects like Science, Maths and English (Corwin Press, 2009). However, their
results in oral exams are good, but they struggle in written assignments. In a study, conducted by
Blumenfeld & Paris (2004), in a school, ADHD students were asked to write answers to the same
questions which were previously orally asked.They scored lower in the written exams, as it was
hard for the teacher to comprehend their writing.
It has also been found that these students perform well in arts and craft. Their imaginative
power is strong and they develop outstanding models when left un-interrupted. These drawbacks
have triggered consequences for the ADHD students. They are more likely to get into bad
company, poor health and commit suicide (Carter, et al., 2007,p.55). The ratio of ADHD
students dropping out of school is high,contributing to their low socio-economic status. Their
education and access to knowledge is equally important, and the education system
mustaccommodate the needs of these students which are currently left unaddressed.