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Under the Disability Discrimination Act 1992 (Cth) and the Disability
showing that boys are more likely to develop ADHD than girls are (Selikowitz,
2009). Behavioural and learning difficulties in children and adults are a result
2013b; Barkley, 2014; Friend & Bursuck, 2009). These characteristics have
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behaviours that are used to diagnose someone with ADHD must impact on
inappropriate and there must not be any other possible cause (American
are the three different categories of ADHD. Each type effects social cognition
and performance and behaviour in school (Selikowitz, 2009; Vaughn, Bos, &
Schumm, 2011).
remaining seated for too long (Sagvolden, Johansen, Aase, & Russell, 2005).
behaviours that characterise this type of ADHD such as, temper tantrums,
defiance and excessive talking during inappropriate times (Friend & Bursuck,
2009). These behaviours may appear rude and impolite, but they are
unintentional and are difficult for students to control. Since these behaviours
are undesired in the classroom setting, it is difficult for students with this type
of ADHD to abide by class rules and expectations (Anderson, Watt, Noble &
Shanley, 2012). These hyperactive students are also impulsive and struggle
to think before they do something simple as waiting for their turn. Instead they
Children with the predominantly inattentive type of ADHD are unable to pay
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academic mistakes (McBurnett, Pfiffner & Frick, 2001). These students are
often undiagnosed since they are not disruptive in class, like students with the
suit students needs. As students with this type of ADHD have attention
work at a rapid pace (Fiend & Bursuck, 2009). They struggle with multi-
tasking and following directions that are not step-by-step, which is a result of
complete one activity before moving to another because they have low levels
type.
The combined type of ADHD is a mixture of the two other types of ADHD.
It has been found that 85% of children with ADHD are the combined type
(Vaughn et al., 2011). This type of ADHD is the most difficult for school
students in the sense that social cognition, reflection and self-appraisal are
(Selkowitz, 2009).
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It is important to note that ADHD does not mean that a person is unintelligent.
This disability occurs amongst all intelligence levels and often disguises
students true academic potential (Barkley, 2014). ADHD can evidently have
This Year 2, Stage 1 science lesson has been planned using the Universal
(Foreman & Arthur-Kelly, 2014). Max is the student with inattentive type of
ADHD and his needs have been carefully considered throughout the planning
of this lesson.
Representation
This lesson has plan includes multiple methods of representation, the first
principle of UDL (Foreman & Arthur-Kelly, 2014). Doing so allows the needs
which effectively promotes inclusion of the student with ADHD, Max. Visual
learners will benefit from the diagram of the straw vibrating to produce sound,
while students with linguistic intelligence may benefit from the verbal
explanation of this. Visual and kinaesthetic intelligences will benefit from the
model making, as they are able to better understand the process. As Max is
usually forgetful and inattentive, he will appreciate the slow pace and clear
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to be hands on by making the instrument themselves and also able to feel the
vibration when touching the straw. Those with musical intelligence would find
this lesson appealing and feel as though they are actually partaking in a music
to their full potential. Allowing students to have the choice to complete the
task in whichever mode they prefer is beneficial for them (Fiend & Bursuck,
2009). Max has difficulties with spelling, maths and reading. Therefore, he
writing or reading. This is why I have decided to let students choose how they
want to complete the task. Being a visual learner, Max may prefer to make a
Engagement
students in this lesson plan in order to increase their motivation and spark
order for students to be engaged the entire time. This is why I have planned a
that students will not be tempted to blow their whistle until after the
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introduction of the lesson. This is why I have given them all the opportunity to
blow their whistles at the same time. It not only ensures that all students feel
equal, but also encourages participation, which it often a struggle for Max if he
their straws and investigate the different sounds. This is for the reason that it
is challenging for Max to complete one task at a time. By creating this short
Max struggles with individual and large group work, as he loses interest and
choose a partner, who is organised and has the same learning style as Max to
work together. This will enable him to stay on task and be able to ask for
assistance from his partner. I have also implemented the think, pair, share
strategy to ensure that Max improves his social skills and is given the time he
is also able to gain new perspectives from his peers. Max is not disruptive but
he is often inattentive and for this reason the paddle pop stick strategy will be
and reflections. If he knows that there is a possibility of his name being called
Expression
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This lesson plan offers students with various modes of demonstrating their
learning. This final UDL principle promotes inclusion and increases academic
performance. In this lesson plan students are asked discussion questions that
Max to respond, ensuring that he does not feel the need to rush through the
activity (Efron, Hazell & Anderson, 2011). Reflective questions will be asked
during the conclusion of the lesson to give students the chance to express
their learning.
Students are further able to express understanding and learning through the
different ways that best suit them. Subsequently, they are able to reach their
full potential through differentiated learning. They are given the opportunity to
share their work with the class, highlighting to Max the various ways that the
choice to express themselves in the way that benefits them the most.
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Model how to make the straw Max struggles to multi-task or Model step-by-step and be
whistle (flatten the tip of the follow multi-step instructions sure each child is finished
straw and cut this tip into a sharp and can forget what he needs before moving on. Max can
point). Those who have finished to do. This may cause his to receive help from an advanced
early can help a peer. become inattentive. learner.
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Students blow into their straws at Max may be disengaged if only On the count of three ask all
the same time to make sound. one student blows into the students to blow into their
straw and he cannot have a straw at the same time. The
turn. countdown ensures that Max
is attentive and blowing it at
the same time encourages
engagement.
Ask: how does this sound differ to Max has difficulties answering Using the think, pair, share
the sound made before cutting the questions immediately and strategy, Max has time to think
straw? Why do you think that it needs more time to process a of an answer and explain it to
makes sound now but not before? question. his partner. This promotes
Ask students to think, pair, share. engagement.
Ask students if they know what
20 vibration feels or sounds like and
min to give an example. Explain that
the flattened ends of the straw
vibrate as the air we blow flows
over them. These vibrations are
passed along to the end of the
straw and reflected back to the
beginning.
15
min Draw a diagram on the Max may become disengaged Providing a diagram helps Max
whiteboard so students can if he does not understand to visually understand the
visualise this vibration. what is being explained vibrations.
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verbally.
In pairs, students can choose to a). Max does not work well in a). Max will be partnered with
make a video, voice recording, large groups or individually. an organised student so he
comic strip, drama play or a b). Max has difficulties with remains on task.
written piece of work to answer spelling and reading. Doing b). Provide students with a
the following questions regarding this for a long period of time range of modes to suit their
the experiment: 1). What did we may lead him to lose intelligence type.
use? 2). How did we make it? 3). concentration and begin c). Students can press the
What happened? 4). Why did this daydreaming. sound icon beside a question if
happen? (The questions will be c). Max struggles with reading they prefer to listen rather
written on a Microsoft and even though there are no than read it.
PowerPoint and displayed on the long sentences, he may d). Ask for thumbs up, thumbs
IWB.) Check for understanding of become inattentive. down or thumbs to the side for
the questions. d). Max often asks what he understanding.
needs to do because he easily
losses concentration during
explanations.
Teacher walks around helping Max may become inattentive Spend most time with Max and
students where necessary. Ask while teacher is with other his partner in order to observe
students to use their sense of students. his learning.
touch to feel the vibration when
they touch the straw.
When students have mostly Max lacks the motivation to Creating a pause during the
completed the task, ring the bell completely finish tasks, as he task to shorten the straws
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and ask them what they think will is easily bored. does not give Max time to
happen to the sound if we make become bored of the task.
the straw shorter. Students
hypothesis and investigate by
cutting straw shorter.
Students share their work to the Max may loose interest and As each pairs task is
rest of the class. concentration while others a presented through different
presenting. modes, Max should be engaged
during this short period of
time.
Ask reflective questions, such as: Max may lose interest and not Paddle pop sticks with
what differences did you notice in participate in the discussion. students names can be
the sound the straw made as you randomly chosen to ensure
shortened it? Why do you think the Max and all students are
sound changed? Has the vibration engaged.
got anything to do with it? What
would happen if we used wider
straws? (Altering the length of the
straw changes the distance the
vibration needs to travel,
therefore changing the pitch) If
you have wide straws at home then
try this experiment with them and
report back to the class.
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References
Psychiatric Publishing.
http://www.dsm5.org/Documents/changes%20from%20dsm-iv-
tr%20to%20dsm-5.pdf
Anderson, D.L., Watt, S.E., Noble, W., & Shanley, D.C. (2012). Knowledge of
Schools, 49(6).
http://www.comlaw.gov.au/Details/C2014C00013
http://www.comlaw.gov.au/Details/F2005L00767
Efron, D., Hazell, P., & Anderson, V. (2011). Update on attention deficit
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Friend, M., & Bursuck, W.D. (2009). Including students with special needs: A
practical guide for classroom teachers (5th ed.). Upper Saddle River,
USA: Pearson.
Rief, S. F. (2003). The ADHD book of lists: A practical guide for helping
children and teens with attention deficit disorders. San Francisco, CA:
Jossey-Bass.
Sagvolden, T., Johansen, E. B., Aase, H., & Russell, V. A. (2005). A dynamic
Selikowitz, M. (2009). The facts: ADHD (2nd ed.). Oxford, UK: Oxford
University Press.
Travell, C., & Visser, J. (2006). ADHD does bad stuff to you: young people's
Difficulties, 11(3).
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Vaughn, S., Bos, C.S., & Schumm, J.S. (2011). Teaching students who are
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