Content Page:

Introduction.

( 2)

ADHD in the school. (2)

The SEN Profile, and his characteristics.
(2,3)
Accommodations and Modifications, in the
classroom. (3,4)
IEP Anuual Goals. ( 4,5)
Assistive devices support learning. ( 5)
Conclusion. (5)
References List. (6)

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Introduction:
Integration of special educational needs with the childs needs into ordinary
school has been carried out over a significant number of years and in many
countries. UAE is one of these countries. In November 2006, the UAE signed
the optional Protocol to the United Nations (UN) Convention on the Rights of
Persons with Disabilities and Federal Law 29/2006 guarantees rights for
people with special needs (Special Education, 2011 ). The UAE Federal
Government passed the UAE Disability Act to protect the rights of people
with disabilities and special needs.

ADHD in the school:

However, during the Teaching Practice in American School of Creative
Science in UAE, specifically in grade two. There were approximately 10-15
students are ADHD students. ADHD(Attention Deficit Hyperactive Disorder)
is a developmental disorder of self-control. It consists of obvious problems
with attention span, impulse control, and activity level. (Russell A. Barkley,
Kevin R. Murphy, and Mariellen , 2013). In other words, ADHD is a common
neurobehavioral disorder most commonly diagnosed in children, it is a real
disorder, a real problem, and often a real obstacle, that can grow with the
child. According to the researchers, the average age at diagnosis is 7. Boys
are more than twice as likely to be diagnosed with ADHD than girls.
(History Of ADHD).

The SEN Profile, and his characteristics:

Conversely, Ibrahim is one of these children that has ADHD. He is 8 years

old. His nationality is Pakistan. He looks normal. He is funny, active, smart,
and enthusiastic boy. There is no outward sign that something is physically
wrong within his central nervous system or brain. But, as it known from the
researcher children with ADHD may be Inattentive ,hyperactive, or/and
impulsive. Maintaining expected standards of behavior, such as sitting still,
concentrating and listening to others, may be more challenging for children
with ADHD. And in Ibrahims case he looks sometimes inattentive ( where he
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stares at the board and think of something else). As a consequence, he isnt

following directions, and not paying attention. On the other hand,
sometimes he acts as hyperactive and impulsive boy. And thats when he
engaged quickly with the teacher, and during the activities. Adding to that,
he comes to the board to answer the questions, or to get the teachers
attention. Moreover, he gets frustrated when he doesnt get the chance to
write the answer on the board. In addition, he cannot sit on his place for
more than 6 minutes doing nothing. He moved around the class pretext of
searching for pencil. Furthermore, he sometimes hits his friends without
conscious when he plays with them. With these kinds of behavior, Ibrahim
will have problem in completing the tasks, having a bad relationship with
some of his classmates, and get low grades in learning.

Accommodations and Modifications, in the

classroom:
Its difficult for the teacher to deal with the ADHD students and the rest
students in her class. Specially, students with ADHA often have difficulty
adjusting to the classroom environment. So, she used the accommodation
and modification in her educational plan, to help them stay on task and learn
. What is Accommodation and Modification. Accommodation is a strategy for
effectively educating children with ADHD involves physical classroom.
(Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional
Strategies and Practices, 2015 ), whereas the modification This is a generic
term for a system that rewards appropriate and acceptable behaviors in
order to encourage more of the same. (Bailey, 2016). However, the monitor
school teacher used accommodation for the ADHD children in her class, such
as, for the child who has difficulty following instructions, she reminds him of
the instruction orally. And if the child complains that lessons are "not
interesting" or easily inattentive. She is seeking to involve student in lesson
presentation, and let him sit next to her. Sometimes, these strategies are
working successfully, where sometimes not. Well, from searching in the
books and gaining information from the educational, teacher, Antoinette
Wiseman, I recommend to use printing environment with clear font, and
ask the child with ADHD to read and explain to the rest of the children before
starting the class. This is helpful for the child with difficulty following
instructions. In result, they will feel the responsibility to follow the rules. And
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for the child who is feeling bored and moving around the class, I suggest to
have more specific activities for these students during the lesson, to get their
attention during the whole lesson. However, the teacher applied
modification in the class, during the lesson, based on the Behavior
therapy( BT), and its mean is based on several simple and sensible notions about
what leads children to behave in socially appropriate ways. (Rabiner, 2006 ). Such
as, Using a reward system so that ADHD children can earn privileges for

behaving well. To follow up, I may use specific praises for the good behavior,
and explain the consequences of behaving well. In this way the children will
be tried as much as they can to copy the good behavior as the psychologist
Banoura believe, that we learn when we copy and imitate other. And, it
helps to avoid the negative consequences. I recognized also, during the
activities the teacher gives the ADHD children more hands on activities to do.
But sometimes they didnt get the time to finish their work. I recommend to
Using a timer to set limits when students are taking turns in a group. So, the
child with ADHD can have extra time to finish his/her work. Also, give the
ADHD students the role of being the leader in the group. In this way the
teacher will be able to control the child. Adding to that, Creating a schedule
of activities for the day to help children feel more in control.

IEP Anuual Goals:

Having an IEP goal is likely to be included for the special educational need.
IEP or Individualized Education Plan, is an important legal document. It
spells out your childs learning needs, the services the school will provide
and how progress will be measured. (Stanberry). Parent, administrators,
general education teachers, and students above 16 years old, are involved in
creating the document.
However, after observing Ibrahim, there are specific objectives that I would
like to have, and achieve with Ibrahim during the year. First, social and
emotional sample objective: creating a good relationship, If the student is
working in the groups or individual, the teacher can let him feel that he is
important and he can finish his work. And that, by asking him to be a leader
in the group, and when they finished, he should help and check the
students work in his group. As a consequence, the student will be able to
finish his work or what he asked to do. And being friendly, and have the
sense of the responsibility. Secondly, cognitive sample objective: is
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preventing the ADHD student ( Ibrahim) from consistently neglecting to

hand in homework. This problem is likely related to underactive frontal
lobes the area of the brain that controls memory and processing.
(Matthew Cruger, 2015 ). And the ADHD student has a disorder in
remembering, as in Taxonomies of the Cognitive Domain in Remembering:
Recognizing or recalling knowledge from memory. (Leslie). Provide written
copies of homework assignment is a way to achieve the goal. And ask the
parents to sign on the written homework assignment. To ensure they all get
the complete assignment. And to be more organized give each child a
homework folder, to keep their homework assignment, and help them
remember to submit their homework assignment. Thirdly, physical sample
goal: have the ADHD student behaving well during classroom activities. This
point may achieved with the behavior therapy. Make a deal with the ADHD
student. During the day if he is behaving well with his friends, the teacher
will give him a point in the rewards system, or give him five minutes to play
in the playground. In consequence, the teacher will decrease the chance of
having behavioral problems in the class, and give him the appropriate way to
waste his energy. And if he feels angry from his friends, he can write about
his feelings and what make him feel upset to solve the problem. In this way
the ADHD student ( Ibrahim) will learn how to control his behavior. Fourth,
academic domain: improve the ability of reading. The student has severe
delays in reading.Applying the occupational therapy can help with learning
problems. Occupational therapy (OT) is treatment
focuses on helping people with a physical disability (occupational-therapy,
2016 ). Because Ibrahim is distracted easily, he doesnt like to sit and read,
and as it mentioned before that he cant sit more than six minutes doing
nothing. He likes to move and doing something physically. That cause having
poor reading and low level in reading. And to get Ibrahim a good reader. I will
incorporate learning with fun. While Ibrahim is reading, ask him to act any
actions he read in the story, or to imitate the characters while he is reading
the story. Thats lead Ibrahim like to read.
Working on the IEP can help us as teachers figure out ways to help him
succeed in school. And so, increasing success in school, lead to making and
keeping friends, understanding feelings, and dealing with siblings and
parents. (Taylor, 2006). And with the observation and the check list the
teacher will achieve her goals.

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Assistive devices support learning:

Students with ADHD are capable of doing well in school, but neurological deficits
prevent them from behaving appropriately and performing well in the classroom.

Nevertheless, having assistive devices can help Ibrahim with better

education. During the lesson, the teacher can use the smart board, and can
make activities through the smart board. Here, the student will get the
chance to walk, move, and jump while solving questions on the smart board.
Adding to that, provide computer lesson twice a week. Ask the student to
create new activities for math and science. As a result, the student will
activate his knowledge in Math and Science. Also, help him work on his fine
motor skills through the OT. Furthermore, during the activities the teacher
may give him, iPad instead of having worksheets. So, Ibrahim will get the
opportunity to act physically and learn.

Conclusion:
Ibrahim and all the ADHD students are able to cope the possible. Incorporating
techniques such as, behavioral interventions, accommodations, and

modifications can enhance the students learning and improve their academic
performance. Because, the real problem for the ADHD students is having
huge and extra energy. Applying many techniques lead to control the
students behavior.

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References:
Bailey, B. E. (2016). Behavior Modification . Retrieved March 16, 2016, from
healthcentral: http://www.healthcentral.com/adhd/treatment-160825-5.html
History Of ADHD. (n.d.). Retrieved March 14 , 2016 , from hello life:
https://www.hellolife.net/add-adhd/b/history-of-adhd/
Leslie, C. (n.d.). Three Domains of Learning Cognitive, Affective, Psychomotor.
Retrieved March 14, 2016, from the second principle:
http://thesecondprinciple.com/instructional-design/threedomainsoflearning/
Matthew Cruger, P. (2015 ). Don't Forget: Memory Tips for Students with ADHD.
Retrieved March 14, 2016 , from additude mag:
http://www.additudemag.com/adhd/article/772.html
occupational-therapy. (2016 ). Retrieved March 14, 2016, from kids health:
http://kidshealth.org/en/parents/occupational-therapy.html
Rabiner, D. (2006 ). Behavioral Treatment for ADHD/ADD:A General Overview.
Retrieved March 15, 2016, from help foradd: http://www.helpforadd.com/addbehavioral-treatment/
Russell A. Barkley, Kevin R. Murphy, and Mariellen . (2013). Taking Charge of ADHD,
Third Edition: The Com. New York : The Guildford Press.
Special Education. (2011 ). Retrieved March 13, 2016 , from Cultural Division:
http://www.uaecd.org/special-education
Stanberry, K. (n.d.). understood. Retrieved March 13, 2016 , from understood.org:
https://www.understood.org/en/school-learning/special-services/ieps/understandingindividualized-education-programs
Taylor, J. F. (2006). The Survival Guide for Kids with ADD or ADHD. United States of
America : Free Spirit .
Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional
Strategies and Practices. (2015 ). Retrieved March 13 , 2016 , from ldonline:
http://www.ldonline.org/article/8797/

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