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G00330853
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Key Words:
Attention Deficit Hyperactivity Disorder (ADHD), Technical Subjects, Effective Teaching,
Technology-Based Teaching, Inquiry-Based Teaching
Introduction
The world we live in today is fast paced where there is constant change. Think about trying to
cope with everyday tasks but doing so with an inability. You can find it difficult to focus on
certain aspect of your work, distracted by your surroundings and unable to complete your work.
This is the case every day for students with Attention Deficit Hyperactivity Disorder (ADHD).
ADHD is a commonly diagnosed mental disorder generally seen in children and teenagers.
Children who have ADHD may be hyperactive and may have incontrollable impulses. Another
symptom involves an inability to pay attention and this can be seen with home and school life.
Worldwide about 3% - 5% of the population suffer with ADHD and about 60,000 or 3.3% of the
Irish children suffer with ADHD. This is quite startling and makes it very likely that one of the
students in a classroom will have ADHD (IrishHealth.com, 2018). In the context of the technical
subjects which is the focus of this dissertation, the likelihood that an ADHD child is going to be
in the classroom is much greater. The reason for this is that Schroeder & Ollendick (2012) tell us
that boys are four times more likely to have the disorder than girls. According the Chief
Examiners Report of Design Communication Graphics (DCG) in 2015 and Construction Studies
in 2013, the number of males sitting the subject largely outweighs the number of females, with
the females accounting for about 8-10% of the total number of students sitting the subject
(Department of Education and Skills, 2013; Department of Education and Skills, 2015). This
suggests the likelihood of having a student with ADHD in a technical subject class is quite high.
Despite it being common among boys, the public understanding of the condition remains very
low, simply being understood as a misbehaviour or frustration condition. For these reasons it is
critical that the teacher understands the condition and knows how to manage the students
suffering from this to help them to perform to the best of their ability in class.
The overall aim of this dissertation to critically examine attention deficit hyperactivity disorder
and explore how teachers in the technical subjects can use strategies based on technology-based
teaching and inquiry-based teaching to improve the learning experience of students suffering
with ADHD. This dissertation will examine ADHD and will identify how the condition may
affect the student’s behaviour, organisation, focusing, memory, emotion and the actions they
take in the class. It will also focus on effective teaching strategies that can be used to teach
and allowing students to be active in the classroom by using resources like computers, mobile
devices, tablets and the internet, while giving them freedom to work but with the responsibility
teaching will be used with a view to propose teaching methodologies that can be used by
technical subject teachers in a modern classroom situation in teaching students with ADHD. This
dissertation will make reference to the role of prescribed drugs for the treatment of ADHD and
how they can be used positively towards the behavioural symptoms of inattention, impulsiveness
and hyperactivity.
The methodology used will be secondary research. This paper is structured in line with three
main objectives. It will begin by examining ADHD, gathering an understanding for the
condition, looking at how it affects students in the class and explores effective teaching
strategies for teaching of students with ADHD. It will then examine and access technology-
based teaching and especially the impact that it can have on a student with ADHD. Finally, it
will develop a number of teaching strategies in the technical subjects, with the aim of these to be
beneficial to students with ADHD and also the teachers who have to teach students suffering