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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

encouraged to express themselves through different media to motivate them to learn

(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

(Rappolt-Schlichtmann, Boucher & Evans, 2018). Rappolt-Schlichtmann, Boucher and Evans

(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

are the pathways to developing their weaknesses.

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Reference:

Climie, E., & Mastoras, S. (2015). ADHD in Schools: Adopting a Strengths-Based

Perspective. Canadian Psychology, 56(3), 295-300.

DuPaul, G., Weyandt, L., & Janusis, G. (2011). ADHD in the classroom: Effective

Intervention Strategies. Theory Into Practice, 50(1), 35-42.

Gardill, M., DuPaul, G., & Kyle, K. (1996). Classroom Strategies for Managing Students

with Attention-Deficit/Hyperactivity Disorder. Intervention in School and Clinic, 32(2), 89-

94.

Holgate, P. (2015). Developing an inclusive curriculum of architecture for students with

dyslexia. Art, Design & Communication in Higher Education, 14(1), 87-99.

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive Education: Supporting diversity in

the classroom (2nd ed.). Crows Nest, Australia: Allen and Unwin.

Mather, B. (2012). The Social Construction and Reframing of Attention-

Deficit/Hyperactivity Disorder. Ethical Human Psychology and Psychiatry, 14(1), 15-26.

Mills, J. (2018). Effective Multi-Sensory Strategies for Students with Dyslexia. Kappa Delta

Pi Record, 54(1), 36-40.

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Ralabate, P. (2011). Universal Design for Learning: Meeting the Needs of All Students.

ASHA Leader, 16(10), 14-17.

Rappolt-Schlichtmann, G., Boucher, A., & Evans, M. (2018). From Deficit Remediation to

Capacity Building: Learning to Enable Rather Than Disable Students With Dyslexia.

Language, Speech, and Hearing Services in School, 49, 864-874.

Zelenka, V. (2017). Universal Interventions for Students with ADHD – and All Students.

Kappa Delta Pi Record, 53(1), 37-40.

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English Lesson Plan

Stage: 6 (year 10)

Key for lesson:

Representation = _____

Expression = ______

Engagement = ______

Time Organisation Teaching/ learning activities

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

reads out the poem. poem to themselves.

Teacher should outline

the lessons schedule on

the board using key

symbols and colours to

indicate different types

of tasks such as group

work, individual work

etc.

15 Embodying a character’s point of view task.

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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

choosing one of the following tasks (students should be encouraged to use

their technology devices for any of the activities):

• Writes their impressions

• Create a college

• Record your thoughts

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

students have to create a drawing or college.

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