Handling students with ADHD in a university classroom

Mohammad Rukanuddin :

Students having attention deficit hyperactive disorder (ADHD), are inattentive to class lectures, and do various mischievous acts in the classroom ignoring teachers’ instructions. They are labelled as trouble makers, dumbs or duffers. I believe observant teachers who are aware of what is happening in and around their classrooms, will also agree. Teachers can use a variety of tactics to promote the learning of university students with ADHD and foster an inclusive classroom atmosphere instead of just blaming them. According to psychologists, it can be difficult for a student with ADHD to plan out and finish assignments, pay attention to details, and follow instructions or lectures. The learner is easily distracted or fails to notice minute details in regular tasks. The student plays around and chatters a lot. They have trouble remaining still for extended periods of time. The person has trouble controlling their impulses and is restless. This type of students may speak abruptly, take things from other students, or regularly interrupt others.
Teachers should become knowledgeable about ADHD, its signs, and how it affects learners’ behavior and academic performance. With this information, teachers will be more equipped to empathize with and assist students with ADHD. To aid students with ADHD in understanding the activities and assignments, they should give precise directions, both vocally and in writing. To improve comprehension, visual aids like charts, diagrams, and bullet points need to be used.
It is beneficial to provide an organized, predictable academic environment with regular procedures and expectations. To assist young people with ADHD in anticipating and preparing for transitions, it is helpful to clearly outline the daily plan, due dates for assignments, and any modifications to routine.
To engage learners with ADHD, a range of instructional techniques should be used. In order to accommodate diverse learning styles and keep their attention, technology-based tools, interactive dialogues, hands-on activities, and visual aids should be used.
It is beneficial to provide an organized, predictable educational setting with regular procedures and expectations. To assist young people with ADHD in anticipating and preparing for transitions, it is helpful to clearly outline the daily plan, due dates for assignments, and any modifications to routine.
To engage pupils with ADHD, a range of instructional techniques should be used. In order to accommodate diverse learning styles and keep their attention, technology-based tools, interactive discussions, hands-on activities, and visual materials should be used.
Another tip for distractible pupils is to break things down into manageable pieces. Therefore, it is necessary to divide complicated activities or assignments into smaller, more manageable pieces. This method lessens the sense of overload and helps students with ADHD manage their work. The learners should receive continuous feedback and direction throughout the process.
Additionally, it is advantageous to acknowledge and reward students’ efforts, successes, and admirable behavior. Students with ADHD can be motivated and given a boost in self-esteem by giving positive reinforcement, such as compliments, encouragement, and modest incentives.
Flexible seating options should be available to satisfy the preferences and demands of the pupils. Providing students with opportunities for movement breaks or allowing them to stand up and stretch during lengthy lectures can help them maintain their attention.
The university’s disability support services should collaborate closely with the concerned teachers in their capacity as facilitators to identify and execute the best accommodations for ADHD students. These could consist of more exam time, preferred seating, or access to technological assistance.
Collaboration with other experts, such as campus psychologists, counselors, or special education coordinators, who serve students with ADHD is crucial. Professionals benefit greatly from one other’s views, observations, and techniques for delivering consistent support across various situations.
Self-advocacy skills, such as requesting clarification, asking for help when necessary, and adopting organized techniques, must be taught to ADHD students. The students should be assisted in creating time management plans, breaking down tasks into manageable chunks, and developing better study techniques.
Last but not the least, teachers need to remember that every student with ADHD is unique, so it is crucial to maintain open communication with each student and tailor their approach based on their specific needs. Creating an inclusive and supportive learning environment can greatly benefit students with ADHD and contribute to their academic success.

(The writer is Assistant Professor of English at Ahsanullah University of Science and Technology, Dhaka).