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A student with both ADHD and dyslexia can struggle organising tasks and remembering daily
tasks. Students with ADHD struggle to remember and organise daily tasks as they have
inattentive traits; whereas, students with dyslexia struggle to organise and remember task
as often these tasks are writing down which means they do not have visual cues to benefit
them. A student with both ADHD and dyslexia would excel if the classroom schedule was
displayed visually. Visual representation would assist students in organising themselves for
the activities ahead of them (Holgate, 2015). Furthermore, a graphic representation of the
assignments across the semester could also assist in students prioritizing their time and
focus (Holgate, 2015). Visual representation works to the strengths of the student with
dyslexia and ADHD and allows them to obtain the same knowledge as everyone else.
Teachers need to consider how frequently they use mediums and how effective the
mediums are for the students in the classroom. A student with dyslexia needs to be
(DuPaul, Weyandt & Janusis, 2011). A classroom limited to writing and reading forces a
student with dyslexia to adapt leading them to feel misunderstood, lack motivation and
confidence (DuPaul, Weyandt & Janusis, 2011). Students with ADHD also benefit from
having different mediums in the classroom to improve their attention and focus on tasks
(Zelenka, 2017). Teachers can use videos, posters, advertisements, models, images,
diagrams and much more to present information in the classroom. Students engage more
with the use of different media as they can relate it more to their everyday time which
gages their interest. Teachers can also use technology to relay information to students and
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students could also use technology to take notes of instructions from the teacher (DuPaul,
Weyandt & Janusis, 2011). DuPaul, Weyandt and Janusis (2011) discovered that students
with ADHD improved their writing and academic skills when they took notes while the
teacher was giving direction instruction. Students with ADHD are multi-taskers so making
these students take notes uses their strength to then decrease their distractions (Mathers,
2012).
The UDL framework requires that students are given multiple means of creating their own
compositions (Ralabate, 2011). Students with dyslexia are excelled in solving visual-spatial
problems and working with the visual (Mills, 2018). Therefore, visual activities should be
increased in the classroom so that students can still demonstrate their understanding
through using a medium that is more suitable to their skill set. Students with dyslexia would
also greatly benefit from having a technology that can read out information to them
(2018) found that providing digital technology that can read out information and the
students own writing allowed students with dyslexia to develop their comprehension and
composition skills. Furthermore, students felt more motivated to pursue learning and also
developed higher order reading and writing skills (Rappolt-Schlichtmann, Boucher & Evans,
2018). Furthermore, students with ADHD demonstrate increased motivation when digital
technologies are regularly used in the classroom for activities (Zelenka, 2017). Zelenka
(2017) reported that the use of digital technology keeps students with ADHD on task,
decreases behavioural issues and improves their academic performance. Students strengths
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Reference:
DuPaul, G., Weyandt, L., & Janusis, G. (2011). ADHD in the classroom: Effective
Gardill, M., DuPaul, G., & Kyle, K. (1996). Classroom Strategies for Managing Students
94.
Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive Education: Supporting diversity in
the classroom (2nd ed.). Crows Nest, Australia: Allen and Unwin.
Mills, J. (2018). Effective Multi-Sensory Strategies for Students with Dyslexia. Kappa Delta
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Ralabate, P. (2011). Universal Design for Learning: Meeting the Needs of All Students.
Rappolt-Schlichtmann, G., Boucher, A., & Evans, M. (2018). From Deficit Remediation to
Capacity Building: Learning to Enable Rather Than Disable Students With Dyslexia.
Zelenka, V. (2017). Universal Interventions for Students with ADHD – and All Students.
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Representation = _____
Expression = ______
Engagement = ______
10 Students have access to Allow the class to come in and get settled, explain that they are going to
poems through look at a poem today “Homo Suburbiensis” and analyse the representation
PoemHunter.com that of the public and private worlds within the poem. Get students to read the
etc.
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Students watch a video that depicts the following scene from the point of
view of a school student. The video places the audience as the character in
the following situation: You are walking home from school and you come
across this man (the man from the poem) walking down the steps to his
garden. You watch on with curiosity to see what the man is up to. Upon
getting closer to the garden you see the man staring blankly into the distant,
listening to the sounds of the afternoon and smelling the air. You try to
figure out what the man is looking at, but you have no idea.
Students are to express their impression of the man and his life through
• Create a college
15 In pairs, one student is the expert of the man’s private life and the other
student is the expert of the public world. Each student should highlight the
section in the poem that uses imagery to illustrate the world they have
decided to be the expert in. Students should then describe the world they
looked at to their pair and based on the other persons description alone
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