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Ask the student to discuss the topic of learning disabilitily and how they find communcating with a person who has a learning disability. Provide a discussion board to allow all student to be able to read each others feedback regarding the topic of disability.

Timing: 10 Minutes

Resourses: https://padlet.com/jessicasinclair31/discussion-board-si7cp5zbt5e6yc9f

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Give students an overview of today lesson and learning out comes intended.

Define each learning outcome in detail explaining how these learning outcomes will benefit them when communicating with a person who has ADHD.

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Type a reflection eassy on how today's learning can be applied in the your professional and daily lives. When complete please submite via google site please link please below.

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Be kind to one another as not all disabilities are visable ... Take care and enjoy the rest of your day.

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Understanding commmunication learning difficulties for students with ADHD

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Understanding commmunication learning difficulties for students with ADHD

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Topic: Educational video for communication

Educational context: Further education

Target Learners: Further education students studying PLC course in Pre Unviversity Whitehall College of Further Education

Learning design approacch: ABC Learning Design

Timing: 60-90 Minutes

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Session learning outcomes:

1. Students will learn how a person with ADHD receivies and interprets information, while learning to understanding that their brain functions differently

2. Demonstrate their understanding of inclusion and diversity when communicating with students who have learning difficulties

3. Learn how to control your personal response by using effective strategies that are supporitive to person who has a learning disabiity

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Timing: 10 minutes

Resources: Powerpoint/Utube

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Make mircosoft forms Interactive Quiz forms mircosoft 

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Make mircosoft forms Interactive Quiz forms mircosoft 

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Complete the online quiz about communication strategies and support mechanisms for learning disabilities.

Timing: 10 minutes

Resourses: https://study.com/academy/practice/quiz-worksheet-communication-disabilities.html

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The Do's and Don'ts when talking to someone with ADHD

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The Do's and Dont's when communicating with a person who has ADHD 

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The Do's and Dont's when communicating with a person who has ADHD 

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Resources: https://blog.easecare.ca/the-dos-and-donts-of-talking-to-someone-with-adhd

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Attention Deficit Hyperactivity Disorder (ADHD) is a neuro-developmental disorder marked by significant difficulties with attention, hyperactivity, and impulsivity, which are more pronounced than typical behaviours for a person's age. This condition has been extensively studied and is well-documented within the medical and psychological fields. However, misconceptions and stigma about ADHD are widespread, leading to confusion and potential harm to those affected. It's crucial to challenge and correct these myths to promote understanding and support for individuals with ADHD.

The Common Misconceptions are as follows:

The Myth of ADHD as a Fabrication: Suggesting that ADHD is not a real medical condition, despite ample scientific evidence to the contrary.

Concerns Over Diagnosis and Medication: Beliefs that ADHD is too frequently diagnosed and that medication is overprescribed, ignoring the thorough assessment processes used by professionals.

Underestimating ADHD's Impact: Viewing ADHD as a minor issue that can be overcome with strict parenting or that it naturally resolves by adulthood, which undermines the experiences of those living with the disorder.

Generalizing ADHD Symptoms: The idea that everyone exhibits ADHD-like symptoms at some point, minimizing the significant impact these symptoms have on the daily lives of individuals with ADHD.

Fears About ADHD Medication: Claims that medication for ADHD is inherently dangerous, overlooking the benefits and careful management of treatment for many individuals.

The Stigma of Labelling: Advising against diagnosing children with ADHD to avoid stigma, which can delay or deny them the support and understanding they need .

Do not Dismiss the Condition

ADHD encompasses more than just challenges with focus and doesn't always manifest as physical restlessness. Its severity can significantly disrupt work, financial stability, personal relationships, and family dynamics, increasing the risk of suicide. Dismissing ADHD's legitimacy can leave those affected feeling marginalized and doubted. It's important to acknowledge ADHD as a legitimate and widespread disorder with distinct symptoms that impair functioning in multiple aspects of life, impacting both children and adults. The CDC reports that approximately 6.1 million children are diagnosed with ADHD by the time they reach 18.

Identifying ADHD: When Does It Occur?

Everyone has moments of absent-mindedness and distraction. Likewise, it's common for children to occasionally exhibit unruly behavior. However, for individuals with ADHD, these symptoms are severe enough to disrupt daily activities.
Typically, those with ADHD experience difficulties in:

Managing tasks effectively

Listening attentively to others

Completing tasks as directed

Misplacing items frequently

Being easily sidetracked

Finding it hard to stay still and quiet

Speaking more than usual

Some argue that children's high energy and activity levels are normal, dismissing concerns. Yet, the parents of over six million diagnosed children with ADHD attest to the tangible nature of their symptoms. Without diagnosis and intervention, ADHD can cause long-term issues in academic achievement, behavior, emotions, social interactions, and career success. Claims of ADHD being overdiagnosed may deter individuals from seeking essential support.

Respecting ADHD Symptoms

It's a common misconception to label individuals with ADHD as lazy, with the belief that they could succeed if they simply exerted more effort. It's important not to attribute the challenges faced by those with ADHD to a lack of character or will.
Statements implying that ADHD is merely an excuse for poor behavior or a sign of laziness, suggesting that more effort is needed, should be avoided.
People with ADHD may experience inconsistent performance, excelling at certain tasks while struggling with others. This variability often leads to misunderstanding and frustration among those unfamiliar with the disorder's complexities. In reality, individuals with ADHD invest considerable effort in trying to stay organized, focused, and on track.
ADHD should not be seen as an excuse but rather as a valid explanation for certain behaviors, pointing towards effective strategies and interventions for symptom management.

Excluding Parenting or Discipline from Blame

Parents of children with ADHD often face criticism regarding their parenting skills, but it's crucial to understand that ADHD is not a result of poor parenting or a lack of discipline. Such judgmental views should be avoided.
Raising a child with ADHD poses significant challenges, and it's natural for parents to feel frustrated or question their abilities in light of widespread misconceptions.
It's important to recognize that ADHD is primarily a neurobiological disorder with a strong genetic basis. While environmental factors can affect the manifestation of ADHD, structured environments, routines, and behavioral strategies can positively support those with the condition.

Avoid implying that individuals with ADHD receive undue benefits or privileges. Comments like "Students with ADHD getting special accommodations is unfair" are not appropriate.
When ADHD interferes with a student's learning and academic performance, they may be provided with instructional support and accommodations. These measures aim to meet the educational needs of students with disabilities as effectively as those of their non-disabled peers.
Far from offering an unfair edge, such accommodations are designed to equalize opportunities for students with ADHD.

It's incorrect to assume that "ADHD is less severe in girls than in boys." This myth contributes to the under-recognition of ADHD in females, who often face significant challenges that go unnoticed. Women with ADHD are frequently misidentified as having depression, anxiety, or bipolar disorder instead.
Girls with undiagnosed ADHD are more likely to internalize their struggles, leading to serious issues like increased cigarette smoking, lower self-esteem, and more self-harm behaviors compared to males with ADHD. Both undiagnosed females and males with ADHD face the risk of chronic under performance.
Mothers with ADHD may find the demands of daily life and parenting particularly challenging, especially when their children also have ADHD. These children often need extra organization, focus, and consistency, highlighting the impact of ADHD's genetic aspects on family dynamics.

Treatment of ADHD in children and adults

Treating ADHD in both children and adults involves a multifaceted approach tailored to the individual's needs. Effective treatments can include:

Medication: Stimulant and non-stimulant medications can help manage symptoms by improving focus and reducing impulsivity and hyperactivity.

Behavioural Therapy: Teaches strategies for organizing tasks, improving communication skills, and managing behavior.

Parent Training: Provides parents with techniques and strategies to help manage their child's behavior effectively.

Educational Support: Special accommodations in school, such as extra time on tests or a quiet workspace, can help students with ADHD succeed academically.

Psychotherapy: Counselling can help with emotional regulation and social skills development.

Lifestyle Changes: Regular exercise, a healthy diet, and sufficient sleep can improve overall well-being and reduce ADHD symptoms.

Social Skills Training: Helps individuals improve their interactions and relationships with others.

Coaching: Personal or educational coaching can assist with organization, time management, and goal setting.
Each treatment plan should be customized based on the severity of symptoms, individual preferences, and the presence of any coexisting conditions

Understanding ADHD is crucial for both those affected and their support networks. With increased awareness, individuals can better navigate the misconceptions and challenges associated with ADHD. It's important to recognize that ADHD affects people of all ages and backgrounds, and its impact can vary widely from one individual to another. Moreover, ADHD is not just about inattention or hyperactivity; it encompasses a range of symptoms that can significantly affect one's daily life, relationships, and self-esteem.
Recent advances in research have led to better diagnostic tools and more effective treatment options, offering hope and improved quality of life for those with ADHD. Technology and online resources have also made information and support more accessible than ever before. By staying informed and advocating for comprehensive care, individuals with ADHD and their families can find effective strategies to manage symptoms and overcome challenges.
In conclusion, ADHD is a complex condition that requires a nuanced understanding and a compassionate approach. Through education, support, and appropriate treatment, individuals with ADHD can lead fulfilling lives. Recognizing the value of each person's experience with ADHD, and debunking myths and misconceptions, are vital steps in fostering a society that supports neurodiversity and inclusion.

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The Dos and Don'ts of Talking to Someone with ADHD

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Attention Deficit Hyperactivity Disorder (ADHD) is a neuro-developmental disorder marked by significant difficulties with attention, hyperactivity, and impulsivity, which are more pronounced than typical behaviours for a person's age.

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The Do's and Dont's when communicating with a person who has a disability

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The Do's and Dont's when communicating with a person who has a disability

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Ask students to read the different types of disabilities. The Do's and Dont's when communicating with a person who has a learning disability.

Timing: 20 minutes

Resourses: https://accessibility.blog.gov.uk/2016/09/02/dos-and-donts-on-designing-for-accessibility/

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Karwai Pun is an interaction designer currently working on Service Optimisation to make existing and new services better for our users. Karwai is part of an accessibility group at Home Office Digital, leading on autism. Together with the team, she's created these dos and don'ts posters as a way of approaching accessibility from a design perspective.

The posters

The dos and don'ts of designing for accessibility are general guidelines, best design practices for making services accessible in government. Currently, there are six different posters in the series that cater to users from these areas: low vision, D/deaf and hard of hearing, dyslexia, motor disabilities, users on the autistic spectrum and users of screen readers.

The dos, that run across various posters, include using things like good colour contrasts, legible font sizes and linear layouts. So, aren't good design principles applicable to everyone and not just those with access needs?

While this is true, the aim of the posters is to raise awareness of various conditions through good design practice. We need to be mindful of not just designing or building for our own immediate needs. For example, consider designing for keyboard use only. This is particularly helpful for users with motor disabilities where using the mouse can be quite difficult, especially with precise movements, whereas keyboard use is much easier.

Another aim of the posters is that they're meant to be general guidance as opposed to being overly prescriptive. Using bright contrast was advised for some (such as those with low vision) although some users on the autistic spectrum would prefer differently. Where advice seems contradictory, it's always worth testing your designs with users to find the right balance, making compromises that best suit the users' needs.

The team

The content for the posters came from our accessibility team in Home Office Digital. Led by accessibility leads Emily Ball and James Buller, we are a group of twelve, each specialising on these conditions: blind and visual impairment, dyslexia, autism and ADHD, D/deaf and hard of hearing, mental health and motor disabilities. Collectively, we learn as much of the conditions as we can to better increase our knowledge so they can be shared within and outside the team.

One of the challenges we faced with the posters was gathering information from our different specialisms and reducing the vast amount of knowledge to ten principal dos and dont's. There's also challenges surrounding content and graphics. I worked with Nick Cowan, a content designer, who is leading on motor disabilities, to keep the content concise and ensure the graphics visibly represented the advice accurately.

Next steps

We've shared these posters across government for feedback and they can be found on GitHub.

We are constantly improving and adding to them so please let us know what you think. Understanding accessibility through design means we can build better services for everyone, whatever their access need.

Update: We've been asked whether these posters can be reproduced or translated into other languages. In keeping with the the GDS ethos of making things open, we've used a Creative Commons license which allows everyone to share, use and build upon the posters provided they are used non-commercially and keep the appropriate attributions (Home Office, Home Office Digital and the Creative Commons logo). It would be great if people can share photos of them being used on Twitter and can commit translations of the posters to our GitHub repository so they're available for everyone.

What the posters say

Designing for users on the autistic spectrum

Do

Don't
View poster for the autistic spectrum
Designing for users of screen readers

Do

Don't
View poster for screen readers
Designing for users with low vision

Do

Don't
View poster for low vision
Designing for users with physical or motor disabilities

Do

Don't
View poster for physical or motor disabilities
Designing for users who are D/deaf or hard of hearing

Do

Don't
View poster for Deaf or hard of hearing
Designing for users with dyslexia

Do

Don't
View poster for dyslexia
Follow Karwai on Twitter and don't forget to sign up to email alerts.

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Dos and don'ts on designing for accessibility

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Karwai Pun is an interaction designer currently working on Service Optimisation to make existing and new services better for our users. Karwai is part of an accessibility group at Home Office Digital, leading on autism. Together with the team, she's created these ...

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Present the students with a online video explaining ADHD allowing them the opportunity to acknowledge the difficulties a student may face during a typical day.

Timing: 10 minutes

Resources: https://youtu.be/jhcn1_qsYmg

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Analytics Insight, 2024. What is Google Classroom and How Do You Use It?. [Image]. Available at: https://www.analyticsinsight.net/tech-news/what-is-google-classroom-and-how-do-you-use-it [Accessed 14 November 2024].

https://padlet.com/jessicasinclair31/discussion-board-si7cp5zbt5e6yc9f

https://youtu.be/jhcn1_qsYmg

https://blog.easecare.ca/the-dos-and-donts-of-talking-to-someone-with-adhd

https://study.com/academy/practice/quiz-worksheet-communication-disabilities.html