ADHD inclusion

12006955 The role of Educational Psychologist in supporting inclusive education
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1200 6955 1718 4683 3
Student Name: Hayley Gibson
Due Date: 09/Dec/2014
Academic Year: 2014/2015
Period: Semester 1
Occurrence: A
Module Code: PSYC3608
Module Name: Educational Psychology
Module Leader: Gabriela Misca
Assessment Title: Portfolio
Assessment Sequence: 001
Academic Tutor: Helen Scott
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PSYCHOLOGY GENERIC GRADE DESCRIPTORS
CRITERIA
GRADE A GRADE B GRADE C GRADE D GRADE E GRADE F GRADE
G
1
Informatio
n
Is there
relevant
empirical &
theoretical
evidence?
The w ork
contains a
broad range
of relevant
information,
typically
from the full
range of
different
sources
(e.g. theory,
empirical
evidence)
The w ork
contains
mostly
relevant
information
draw n a
w ide range
of sources
The w ork
contains
some
relevant
information
from a
range of
sources
The w ork
contains
some
relevant
information
from a
limited
range of
sources
The w ork
contains
some relevant
information
from a very
limited range
of information
The w ork
contains
little
relevant
information
The w ork
contains
no
relevant
informati
on
2
Relevance
Does the
work
answer the
question
set?
The w ork
focuses
clearly on
the question
or task set
The w ork
focuses
mostly on
the question
or task set
The w ork
focuses
generally on
the question
or task set,
although
this may not
alw ays be
explicit
The w ork
focuses in
a few
places on
the
question or
task set
The w ork
focuses very
little on the
question or
task set
The w ork
focuses
rarely on
the
question or
task set
The w ork
does not
focus on
the
question
or task
set
3 Analysis
Is the
information
an
analysis of
relevant
theoretical
& empirical
evidence?
The w ork
show s that
the
information
used has
been
analysed.
Demonstrat
es the ability
to
synthesise
evidence
The w ork
show s
mostly that
the
information
used has
been
analysed.
Demonstrat
es some
ability to
synthesise
evidence
The w ork
show s the
information
used has
been
partially
analysed.
The w ork
show s the
information
used has
mainly
been
recapitulate
d, w ith
limited
analysis
The w ork
show s the
information
used has
been
recapitulated
w ithout being
analysed.
Descriptive
content may
contain some
inaccuracies
The w ork
show s the
information
used has
not been
analysed
and the
descriptive
content is
limited and
inaccurate
N/A
4
Evaluatio
n &
conclusio
n
Is the
information
evaluated
& is there
a
The w ork
show s that
conflicting
view s in the
information
have been
evaluated
leading to a
novel
independent
conclusion/s
The w ork
show s that
conflicting
view s in the
information
have mostly
been
evaluated to
reach an
independent
coherent
The w ork
show ssome
recognition
of the
complexity
of academic
debate and
conflicting
view s in the
information
have, in
general,
been
The w ork
show s
limited
recognition
of the
complexity
of
academic
debate.
Conflicting
view s in
the
information
The w ork
generally fails
to show that
conflicting
view s exist in
the
information
and no clear
conclusion/s
are draw n
The w ork
fails to
show that
conflicting
view s exist
in the
information
and no
clear
conclusion/
s are
draw n
N/A

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conclusion
?
Relationship
s betw een
know ledge
derived from
different
contexts are
demonstrate
d (e.g.
information
from
different
modules)
conclusion/s
.
evaluated
and some
conclusion/s
draw n.
are
presented
in a
simplified
unevaluate
d w ay. Any
conclusion/
s are
limited.
5
Structure
& format
of
summativ
e work
Is the
structure
coherent &
is APA
format/styl
e used
where
appropriat
e?
The w ork is
communicat
ed
articulately
and
persuasively
, has a clear
and
coherent
structure,
and an
appropriate
format (e.g.
APA or
equivalent
referencing)
.
The w ork is
communicat
ed
effectively,
has a clear
and
coherent
structure,
and an
appropriate
format (e.g.
APA or
equivalent
referencing)
.
The w ork is,
communicat
ed clearly,
has a
coherent
structure,
and an
appropriate
format (e.g.
APA or
equivalent
referencing)
.
The w ork
has some
structure
although
this may
not alw ays
be clear or
coherent;
format may
not be
appropriate
(e.g.
location of
materials is
possible
even
though
APA or
equivalent
referencing
is not used)
The w ork has
a very poor
structure, and
lacks an
appropriate
format
The w ork
lacks any
structure,
and has an
inappropria
te format
N/A
6
Evidence
of
learning
progressi
on in final
portfolio
The w ork
presents
explicit and
detailed
evidence of
learning
progression
by providing
a w ide
range of
resources
(e.g. w ork
from
formative
tasks and
unsolicited
learning
tasks).
Engagemen
t w ith the
learning
process is
clearly
evidenced
through
effective
self-
The w ork
show s clear
evidence of
learning
progression,
by providing
a range of
resources
(e.g.
includes a
range of
w ork from
formative
tasks).
Engagemen
t w ith the
learning
process is
evidenced
through self-
reflection
provided by
the student
concerning
tasks
undertaken.
The portfolio
The w ork
show s
evidence of
learning
progression
(e.g.
includes
w ork from
formative
tasks).
Engagemen
t w ith the
learning
process is
evidenced
through
some
reflection on
the tasks
undertaken.
The portfolio
is presented
as a single
piece of
w orkwith an
The w ork
show s
some
evidence of
learning
progressio
n and
engageme
nt w ith the
learning
process,
although
this may be
limited (e.g.
only the
bare
minimum of
information
is included;
the
portfolio is
presented
as a set of
unconnecte
d pieces of
w orkrather
than one
The w ork
show s very
limited
evidence of
learning
progression
and
engagement
w ith the
learning
process
(e.g. no self
reflection,
formative
tasks
sketchy/missi
ng)
The w ork
fails to
show any
evidence
of learning
progressio
n and
engageme
nt w ith the
learning
process
N/A

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reflection
provided by
the student
concerning
their
learning.
Self
aw areness
and insight
into the
learning
process is
clear. The
portfolio is
presented
as a single
piece of
w orkwith an
underlying
theme and
the links
betw een
formative
and
summative
evidence
are clear,
explicit and
integral.
is presented
as a single
piece of
w orkwith an
underlying
theme and
the links
betw een
formative
and
summative
evidence of
w ork are
made clear.
underlying
theme.
assignment
w ith an
overarchin
g theme)

9
The role of Educational Psychologist
in supporting inclusive education
12006955
University of Worcester

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Inclusivity in Relation to Attention Deficit Hyperactivity Disorder.
Task 1
The concept inclusion was unknown in the education system until the 1980’s
(Armstrong, Armstrong & Spandagou, 2010). Inclusion is a policy that has been
designed to create equal educational opportunities for children with special
educational needs (SEN). When new governments came into power there was a
focus on the segregation of children with SEN and ‘normal’ children (Lindsay, 2007).
They were being alienated from wider society which is not the best way of educating
SEN children. They felt that the merge with mainstream school would not only
benefit children educationally but also socially. They would benefit in their studies as
well as being an active and valued member of society. The way to do this was not to
keep the two separate, but integrate the two as soon as they enter the education
system. Rieser (2012) stated that inclusive education is the process that allows
children to engage in mainstream schooling efficiently. He discredits the idea of
segregation and that SEN children should change to fit in with mainstream. He
aimed to break down the barriers put into place by society’s outdated attitudes. The
children need the right support and then everyone can work together. However the
concept itself of inclusive education has come under great opposition. It is argued
that the concept needs to be made clearer. In a literature review by Florian (2014)
there is a confusion as to what the concept means. There needs to be a clarification
of the concept and new studies to be conducted into whether inclusive education is
possible and if it is effective for everyone.

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SEN incorporates such a broad spectrum of disabilities. The research highlights that
everyone is different and every disability requires its own set of guideline. With this in
mind the portfolio will focus on the disability Attention Deficit Hyperactivity Disorder
(ADHD). ADHA is a disability that children consistently show inattention, impulsively
and hyperactivity over a long period of time (Stantrock, 2009). The diagnosis is
usually in early childhood. For there to be a clinical diagnosis the symptoms need to
be detrimental to the child’s life or education.
The reason ADHD has been chosen is due to the research suggesting the huge
impact the disability has on a child. S, Robinson (personal communication,
November 22, 2014) “ADHD children are the most disruptive children in classrooms.
They are the most troublesome to work with.” This means that there is a gap in
research for how to successfully implement inclusion. In the educational setting, for
children to learn they have to remain focused. This is naturally hard for children with
ADHD (Tsal, Shaler, & Mevorach 2005). Ludlow, Garrood, Lawrence & Gutierrez,
(2014) highlighted in their study that children with ADHD engage in inappropriate and
ineffective social interactions. They argued that this could be due to their difficulty in
interpreting emotions. Due to this inability they struggle to recognise the social cues
of emotion in a given context such as education. This would make it harder to
understand how they are supposed to behave in a given environment. This is an
element that needs to be addressed in inclusion policies. Due to these natural
disadvantages in education, ADHD would benefit the most from more research into
inclusion.

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Task 2
The Disability Discrimination Act 1995 stated that schools need to maintain key
requirements or they violate the policy. First they have to make sure that equality is
maintained. They also have to eliminate discrimination and harassment, as well as
promoting positive attitudes towards disabled individuals. They also have to make
sure that all of the disabled individuals needs are met, even if it means that they
receive favourable treatment (Livingwithadhd.co.uk, 2014).
There are discrepancies within the education system about policies and how best to
help children with ADHD. A report conducted by Ukadhd.com (2014) found that 43%
of specialists felt that teachers were not educated about ADHD and did not realize
that children should be referred. With this in mind the education system would
benefit from improving the teacher’s knowledge and giving them clear instructions on
how best to work with children. Strategies have been created and implemented into
mainstream schools to make inclusion of children with ADHD effective.
One strategy is the Exercise Intervention. Bruen (2012) argued that taking part in
exercise requires 100% concentration, such as yoga and martial arts. They can take
this concentration and ability to maintain attention to other aspects of their life such
as education.
Barkley (2004) conducted a study and found that if exercise activities are used
throughout the day it improves the academic performance of the child. As well as
reducing disruptive classroom and social behaviour problems. This has shown the
exercise strategy to be effective for including children in the classroom. Archer and
Kostrzew (2011) backed this up with their research findings of that children that have
physical activities throughout the day, stay on task longer than if they weren’t to have

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any. They argued that it also reduces the stress that a child suffers from, as well as
any anxiety and depression. Importantly it reduces the amount of self-destructive
behaviour which leads to the child not achieving academically. This is later
supported by Wigal, Emmerson, Gehricke & Galassetti (2012) who found there to be
significant links between exercises and treating children with ADHD. They states that
exercise is so influential in the educational setting. They are now being used in
schools and included in curriculum.
However taking children out of lessons to let them engage in exercise may mean
more staff to be needed, which involves more money that some schools may not
have. It means that the children will miss out on lesson time. This may lead to the
children falling behind in the work. This could also encourage exclusion as they are
being removed from other students and having lessons just with other ADHD
children. It could mean that the other children could resent them for being able to
miss certain lessons to have fun elsewhere. This could encourage exclusion and
bullying.
Another strategy is behavioral interventions. Mulrine & Flores-Marti, (2014)
investigated behavioural strategies for children with ADHD. They focused on the
behavioural characteristics that disrupt their education the most. These are their
inability to self-regulate their behaviour, control over their emotions, or lack of ability
to show goal-directed behaviour. These all combines create a barrier for them to
achieve in education. When their behaviour cannot be controlled by simple teaching

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techniques, other techniques could be used like, Positive Behavioural Interventions
and Supports (PBIS) and Functional Behavioural Assessment (FBA). PBIS is a
school wide plan that creates a positive school environment by supporting and
teaching the appropriate behaviours that aids children with ADHD. They aim to
manipulate the environment to decrease disruptive behaviour. This intervention is
categorised by the intensity of the child’s ADHD. They are Primary Prevention,
Secondary Prevention and Tertiary Prevention. Alkahtani (2013) conducted a multi-
probe baseline research and concluded that PBIS is a positive factor when dealing
with behaviour relating to ADHD. It was significantly found to reduce the disruptive
behaviour on all levels. Which therefore enabled them to be successfully included.
The FBA is the collected and analysing about a particular student’s behaviour and
any relevant circumstances that could contribute to their behaviour. A strategy can
be created to be specific to the child and their needs. This will enable practices to be
put into place that minimizes their disruptive behaviour by gaining a holistic view of
the child (Mulrine et al 2014).
These behavioural strategies are all practical and effective ways of how to minimize
the effects of children with ADHD in their education. If the children become less
disruptive and concentrate for longer, they can be effectively included into a
mainstream classroom. Teachers would feel more confident in the classroom, equip
with this knowledge that every child can achieve the best education possible (Mulrine
et al 2014).
The final strategy takes an academic route, academic strategies have many facets.
First is the Universal Design of Learning (UDL), this is the principles in the curriculum

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that gives all children an equal and fair opportunity to succeed (Lieberman, Lytle &
Clarcq, 2008). It is to be acknowledged by teachers that children differ in their
learning strategies. Because of this they have to plan to use different techniques
throughout the lesson so every child is included. Teachers should include peer
helpers, visual cues and mini games (Lieberman, Arndt, & Daggett, 2007).
The next strategy in place is Differentiated Instruction (DI), this is the process that
teachers should go through when planning a lesson. This is when they plan if extra
provisions need to be made to make sure that their lesson is inclusive to ADHD
students (Tomlinson, 2000). The processes they go through for ADHD student’s
starts with them chunking the instructions, learning objectives, visual
demonstrations, and student practice in group and then individually. At the end of
each lesson there needs to be a clear review of what they have learnt (Tomlinson,
2000). This has later been built on by Flores, Beyer and Vargas (2012). They found
that proximity of control is key, continuingly encouraging the ADHD children and
engaging with them means that the children complete more work. They encourage
the children to remain focused as well as planning well-structured lessons. These
strategies were found to minimise disruptive behaviour and enables the children to
achieve more academic success due to appropriate support.
Task 3

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The Education Act 1996 was amended by the SEN and Disability act 2001 which
states that schools musthave special educational provisions for the students
that suffer fromlearning difficulties, which are behaviour related, mustbe put
into place for them. The child must be assessed on their needs in education
and those needs must be met with extra provisions ready for when they start
school(Livingwithadhd.co.uk, 2014)
Itis important to understand that every child is different. If a child with ADHD
needs are met, they are given a fair chance at achieving academic success and
develop positive social skills. However when these needs are not met it could
encouragethese stats.
 39% of the children with ADHD havehad a fixed term exclusion from
their school.
 11% havebeen permanently excluded.
 With the children being excluded it increases their likelihood of
antisocial and criminal behaviour (O’Regan, 2009).
How to Make Your Lesson
Inclusive of ADHD.

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If the children are provided with the correctsupportthat they need, classroom
disruptions and in the long term exclusions can reduce.
Strategies
The following information are all strategies for inclusion which havebeen
applied to educational settings and haveproven to be very effective.
Exercise
Research has found that child with ADHD has a lot of built up energy. This and
their difficulty to focus on a tasks, can result in disruptivebehaviour. When the
child’s specific strategy plan are being created it should be discussed whether
is it is feasible to include the following.
 Extra physicaleducation classes throughoutthe day.
o Ithas been noted that if regular exercise is part of the child’s day
then it reduces disruptivebehaviour in the classroom.
o They are able to stay on task longer. Which in turn enables them
to complete work promptly and effectively. Improving thechild’s
academic success.
o Exercise has also shown to reducestress that the child may be
feeling fromthe day’s activities. This can also reduce any anxiety
and chances of depression.

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 Exercise such as yoga and martial arts should be considered.
o Both requires the child to stay focused and to concentrate for
prolonged periods of time.
o They can take this new ability to concentrate for longer back to
the classroomand to wider society.
Behavioural
There are different levels of intervention based on the child’s behaviour and
needs. This will be decided when the child’s needs are assessed.
On a basic level these should be included in all lessons.
 Clear and positive communication at all times.
 Engage with the child by having eye contact, this shows you are
interested as well as the child giving you their full attention.
 Verbal reminders throughoutthe lesson which acts as cues for the child
to continue with the task if they get distracted.
 Lots of praise for when they stay on task and complete work well. This
also includes when they do not display disruptivebehaviour.

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However children may show resistanceto these methods, if so the PBIS
intervention can be used. The PBIS has been used nationwide to enable ADHD
children to achieve their best in mainstream education. There are three levels
of intensity based on their needs and behaviour.
 The first is Primary Prevention.
o This is a schoolwide level of intervention, this is effective for 80%
of students.
o This can be achieved by making clear what the behaviour
expectations are of the students.
 Define and teach them.
 Then are rewarded if they have met expectations.
o These techniques teach the children to self-monitor themselves,
self-management and self-evaluation of their behaviour.
 The second is Secondary Prevention.
o This level is more intense and is conducted in smaller groups than
the latter level.
o Students are matched with the particular behavioural expectation
that they may strugglewith.
o This then becomes a behaviouralcontract for them to adhere to.

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 The third level is called Tertiary Prevention.
o This level is only used for 5% of the student’s whosebehaviour is
serious and repeated often.
o This is when the child needs an individual education plan.
o They need to havea guideline of how to effectively educate the
child. As well as how bestto encouragethem to conduct
themselves in acceptable ways.
o At this level a specialist needs to assess thechild and specialise a
strategy that is unique for the individual.
o They will use FBA.
 They look at the child as a whole. They take into account
educational factors, home and family. This gives a whole
picture of the individual so the care plan can be as effective
as possible.
Academic
Inclusion starts atthe lesson planning for children with ADHD. Fromthe
planning to the implementation, these factors need to be considered.

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 UniversalDesign of Learning (UDL).
o Teachers should include the useof peer helpers.
 Itkeeps the child interacting with the work while the
teacher is helping the other children in the room.
o Use lots of visual and written cues so they stay on task.
o The use of mini games has been a powerfultool in the classroom.
 Shortfun activities keep the child focused, while gives them
a break from traditional lesson time.
 Differential Instruction (DI)
o Lessons should beplanned with high levels of structure.
 This gives teachers high controlas they know exactly what
should be happening as part of a routine.
 With a structurein place the child will learn the routine as
well which encourages appropriatebehaviour.
o An effective inclusive lesson starts with chunking the instructions.
 This gives the children small meaningfulsections.
o Next they introduce the lessons learning objectives by describing
the aims and what they will achieve.
o Following this they will visually demonstratewhat the activity will
be, with the aid of visualcues.

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o The students are then to practice the activity in groups.
 The teacher aids and praises their work.
o Itis argued that proximity of control is key.
 Continuingly encouraging the ADHD children and engaging
with them consequently means that the children engages
with their work.
o Following this the children then independently practice the
activity.
 They should now have the knowledgeto complete the task.
o Finally there needs to be a review at the end of the lesson. This
allows the children to understand whatthey have justcompleted
and the key knowledgeto be taken away.
The barriers youmay face
 Class sizes will be bigger
 Not enough funding for the requirements of the children.
 The beginning will be difficult for the whole schoolto act as one,
teaching the same practices.
 Negativity frompeer groups.

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 Resistance fromparents.
Some of the barriers are not in the teacher’s control. However the vast
majority are, with hard work and consistentcommunication the schoolcan
work as one and the child will have all of their needs met (Alkahtani 2013).
If you would like to know more about ADHD please goto the following
websites:
 http://www.nhs.uk/Conditions/Attention-deficit-hyperactivity-
disorder/Pages/Introduction.aspx
 http://www.dore.co.uk/learning-difficulties/adhd/advice-and-
support/

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Task 4
In the past years Educational Psychologists have made huge improvements with the
awareness of ADHD. Not only have they highlighted the reasons for some children’s
behaviour but helped to create a structure for which they best learn. Every child
should be given an equal chance to achieve the best they can in education.
I feel that Educational Psychologists have not only created general strategies for
working with children with ADHD, but to make personal plans for each child. In
inclusive education it is vital to recognise not only the difference between children
that have ADHD and those who do not, but that no two children with ADHD are the
same. Children can vary in severity of the condition and what strategies work for
them. Personalised care plans are essential parts of the education system.
As much as Educational Psychologist have made vast improvements in making
inclusion for children with ADHD possible in mainstream school. Some of the
strategies that have been suggested are not practical and feasible for many of the
schools. Some schools may not have the resources to supply extra teaching
assistant to support the children due to funding shortage. There is also a shortage in
experimentation to whether the strategies are effective. There are only a few external
experiments that test them. More should be done to test that these strategies that
are being used in the classroom are effective and benefit the children. In the
Department for Education, (2014) they stated that more of children diagnosed with a
SEN enrolled in a SEN school instead of mainstream the previous year. This
highlights the fact that something in the inclusion process is not working. It is still
perceived that children will fare better in SEN schools and would not have the
support that they need in mainstream.

25
If inclusion of ADHD can successfully be achieved then it would allow more and
more children to be educated in mainstream schools. This alleviates the pressure
from special educational schools across the country. There are large waiting lists for
children that need the specialist care of a SEN school, these are the children who
would struggle in mainstream education.
I have found the module very interesting and have attended every lecture. I am very
interested in working with SEN children, I currently work with SEN and very much
enjoy it. With this module confirming this I have decided to pursue a masters around
this topic area, focusing on children and SEN.
I have kept a diary week after week noting down the key information and topic areas
that I found interesting in lectures, set reading and further reading. This has enabled
me to tailor my literature search when it came to writing the assignment. I have also
noted the areas in educational psychology which I have found the most engaging like
the autism spectrum and fetal alcohol syndrome which I want to explore further.
To address the topic of educational psychologists in supporting inclusive education. I
feel there would be no inclusive education without them. However I do feel that more
should be done to investigate why this is not working as effectively as it should.
References
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