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Adaptive Approaches: A focus on ADHD
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Authors
Editors
Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study explores adaptive approaches to support students with Attention Deficit Hyperactivity Disorder (ADHD) within the framework of Action Research for Inclusion and Special Educational Needs and Disabilities (ISEND). It emphasises the importance of co-developing strategies in collaboration with students to enhance their sense of belonging, promote strong relationships, and create effective learning environments.
Aims: The primary aim of the research is to identify effective strategies that can mitigate the barriers faced by pupils with ADHD. The study seeks to refine and develop focused interventions that break tasks into manageable segments and incorporate movement and reflective practices, thereby fostering a more inclusive educational setting. The project is focussed on one student with ADHD, and the school wants to learn from this case study, so they can develop a more inclusive environment for a wider range of students.
Methods: The research employed an action research methodology, structured into cycles that allowed for iterative planning, implementation, and review. Engagement with key literature guided the research focus, followed by phases of planning and action that involved student collaboration. Ethical consent was obtained from participants to ensure confidentiality while reporting findings.
Findings: The findings indicate that the co-developed strategies effectively reduced barriers to learning for pupils with ADHD. The integration of movement and reflection, alongside the task breakdown into smaller steps, contributed significantly to enhancing engagement and participation for the case study student. These adaptive approaches resulted in improved relationships between educators and the pupil, leading to a more supportive learning environment.
Implications: The findings suggest that other educators may find value in employing adaptive strategies that emphasise collaboration with students. These approaches align with the view that tailored interventions can address inclusion for students with ADHD. The study illustrates the potential for improved educational outcomes through personalised and reflective practices, urging educators to consider similar collaborative frameworks in their own contexts.
Description
Keywords (free text)
inclusion-special educational needs and disabilities (SEND), ADHD, adaptive approaches, inclusive education, collaboration