Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder which is characterised by persistent symptoms of inattention, hyperactivity, and impulsivity (McGough, 2014). People with this condition may have one or multiple symptoms and are considered neurodivergent (McGough, 2014). As a result of these challenges, people with ADHD may find it difficult to follow rules and instructions in the classroom, maintaining attention to information being conveyed by the teacher, transitioning from one task to another, processing sensory input and interacting with peers (University of South Australia, 2025). ADHD is highly prevalent within the community with estimations of it affecting one in 20 children in Australia (The Royal Children’s Hospital Melbourne, 2025). Currently, ADHD is more commonly diagnosed in males than females (The Royal Children’s Hospital Melbourne, 2025). According to research, ADHD in school-aged children is associated with significant distress and impairment as well as worse educational outcomes compared with neurotypical peers (Stanford & Sciberras, 2022).

My interest in ADHD is shaped by both my personal experience as a parent as well as my professional experience as a pre-service teacher and School Support Officer. Quite recently my child was diagnosed with ADHD after many years of struggling academically. This experience led me to delve deeper into understanding the nuances of ADHD and encouraged me to try to understand how ADHD manifests differently across individuals, and how the culture present in an educational context can greatly hinder or support their learning. In addition to this, my work with children of various ages with ADHD has shown me how this disability can impact students’ attention, emotional regulation, social interactions, wellbeing and academic outcomes.

From a parent’s perspective (and one which I will translate to my profession as an educator), I have witnessed the importance of teachers’ attitudes, empathy, and flexibility in understanding individual students’ needs and making accommodations to support them achieve their best. Teachers who show a genuine willingness to support students with ADHD significantly enhance a child’s sense of belonging, acceptance, motivation and confidence, whereas in contexts where schools and teachers lack awareness or demonstrate rigidity in their pedagogical approaches can result in students with ADHD feeling excluded, frustrated, and demotivated (McGough, 2014).

As a future educator, I recognise the importance of strength-based approaches, adaptability and willingness to make accommodations in helping students feel and perform at their best. Research shows that when teachers proactively make reasonable adjustments such as providing clear instructions, allowing for movement and flexible assessment options, students with ADHD experience greater academic success, show improved regulation and have better wellbeing (Piffner, 2011).

Through this assessment, it is my goal to both deepen my understanding and identify best-practice teaching and assessment approaches and differentiated instruction in order to support the learning and emotional needs of students with ADHD.

These documents are vital for the implementation of inclusive education as they collectively provide legal, ethical and practical guidance to schools and educators in meeting their responsibilities in providing high quality, equitable learning experiences for all students. The adherence to these frameworks ensures that educational practices and environments are inclusive, accessible, and supportive of diverse learners’ needs and rights to education.

1. Support provided within quality, differentiated teaching practice.

2. Supplementary adjustments which may include support for students with disabilities without changing the intent of curriculum and achievement standards.

3. Substantial adjustments that are significant and frequently applied to curriculum-pedagogy-assessment.

4. Extensive adjustments which are offered all the time, are highly individualised, sustained and structured. These adjustments may be provided along with support from specialists.

By participating in the NCCD educators meet their legal obligations to accurately identify, record and address the needs of their students with disabilities. Teachers who understand the NCCD and reflect on their practices, are better able to identify students who may need reasonable adjustments and effectively develop tailored strategies to support their participation and learning outcomes (Australian Government, 2022). Doing so helps to uphold a strength-based mindset by seeing disability as part of the natural diversity of learners. By supporting data collection on the needs of their students with disabilities, teachers help to ensure that their schools receive the funding they need to facilitate inclusive supports (Australian Government, 2022).

• Inclusive educational practices of equity and social justice, state that students with ADHD have access to the same high-quality education as their peers as upheld by the Disability Discrimination Act (1992) as well as the Disability Standards for Education (2005) (Human Rights Commission, 2025 Australian Government Department for Education, 2025). These documents legally require schools to provide reasonable adjustments to ensure that students with disabilities (such as ADHD) can equitably participate.

• Mainstream educational settings also support students with ADHD develop vital social skills and connections and foster a sense of belonging, essential for their well-being. Inclusive practice helps these students build emotional regulation skills through observing modelled behaviour of peers and educators and reduces the stigma of disability (Graham, 2020).

• Research shows that when reasonable adjustments and supports are in place, students with ADHD produce improved academic outcomes (Piffner, 2011).

• Including students with ADHD in mainstream settings also challenges deficit-based thinking and promotes acceptance of neurodiversity (Graham, 2020). When students with diverse needs are in classrooms, teachers and peers are encouraged to value the strengths, creativity and perspectives associated with ADHD (Graham, 2020). This builds a school culture of understanding, acceptance and inclusion (Graham, 2020).

NJ’s strengths lie in her creativity, rich vocabulary, and communication skills. In class, she excels in group work and collaborates tasks, where her enthusiasm and ability to lead stand out. Her favourite school activities involve drama and design, where she experiments with costume ideas, roleplay, and character development building on her interests of performing arts. Recently, NJ has expressed an interest in creative writing, particularly script writing. When involved in a preferred task, NJ can become hyper-focused, immersing herself in the task with deep focus and attention to detail. NJ is motivated by the reward of drawing characters costumes or role playing during free time when she finishes her work.

According to NJ's recent psychologist assessment, and teacher observations, NJ continues to experience challenges in her learning, particularly with time critical tasks, or tasks which require continued attention and executive functioning skills such as time management, planning and prioritisation and problem-solving. In literacy, NJ experiences challenges with grammar, spelling and punctuation, which can hinder her ability to express herself fully in writing tasks. Her assessment found that NJ has significantly below average processing speed, however her working memory was within average ranges. In the classroom she can become easily distracted by external stimuli and can find it hard to sustain attention on less engaging tasks or multi-step units of work. This can result in incomplete or minimal work and difficulties keeping up with her peers. This leads to NJ experiencing stress, anxiety and feeling of being overwhelmed.

NJ has recognised these challenges and wants to work towards improving these literacy areas to support her creative writing goals.

In her recent OnePlan meeting it was decided that in order to support NJ with her goals of improving her grammar, writing stamina and focus several accommodations be established to assist her in achieving her best possible learning and wellbeing outcomes

Year 6

AC9E6LY06

plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, using paragraphs, a variety of complex sentences, expanded verb groups, tense, topic-specific and vivid vocabulary, punctuation, spelling and visual features.

Achievement standards:

By the end of Year 6, students will create written texts, including literary texts, for particular purposes and audiences, developing, explaining and elaborating on relevant ideas from topics or texts. They use text structures and vary paragraphs to organise, develop and link ideas. They use and vary language features including sentence structures, topic-specific vocabulary and literary devices.

1. Multiple means of engagement (the ‘why’ of learning)

2. Multiple means of representation (the ‘what’ of learning)

3. Multiple means of action and expression (the ‘how' of learning)

Teachers can use UDL to proactively plan for learner diversity by providing choices in how students learn and share their understanding, offering scaffolding and supports to reduce barriers and by designing lessons which work for all students from the onset (Graham, 2020). All UDL three principles are evident in within the case study lesson plan.

Multiple means of engagement:

• Connections to student interests (movies, plays, drama).

• Clear outline of learning intentions and success criteria to identify goals and sustain effort and persistence.

• Instructions provided verbally and visually to support diverse learning styles.

• Fun and engaging storytelling learning experiences.

• Collaborative and independent learning opportunities.

Multiple means of representation:

• Use of visual templates and graphic organisers to scaffold writing.

• Examples to model work on to reduce cognitive load, demonstrate expectations and ensure equal access to information.

Multiple means of action and expression:

• Flexible seating and learning spaces which support movement.

• I do, you do, we do structure of lesson helps to scaffold student practice.

• Editing checklist to support self-review

• Peer and teacher differentiated feedback which is flexible and supportive.

• Dramatic presentation provides additional means of showing learning.

Content (what students learn):

Modelling of imaginative text (Matilda script) with highlighted components and class brainstorm of ideas

Students given choice of theme or genre for script

Instructions given visually and verbally to support diverse learning styles.

Process (how students learn):

• Students work collaboratively to brainstorm and create script

• Graphic organisers and examples provided to assist with planning

• Task “chunking” into steps with use of planning template

• Checklists provided to help with attention and persistence

• Frequent teacher check-ins to support with time management, encouragement and focus

Product (how students show what they’ve learnt):

• Students show their learning through collaboration with groups, independent writing and performance.

• Option to reduce writing volume if necessary to assess quality over quantity (recommendation for next time)

Environment (where and with whom students learn):

• Flexible seating and learning space options with allow for movement

• Quiet break-out learning space to help reduce distractions

• Brain breaks and movement embedded into the lesson

• Task expectations and examples visually displayed

• Sensory toys made available to assist with focus

• Positive and supportive learning environment

NJ’s challenges with processing speed, attention and executive function, can impact her access to the curriculum leading to her likely receiving all three tiers of interventions depending on the tasks she is presented with.

Tier 1 support for NJ would include high quality differentiated teaching approaches which provide learning opportunities which spark her interest, build on her strengths and support her with the provision of visual aids, clear instructions and modelled examples.

NJ may be assisted with Tier 2 support in the form of small group writing sessions which focus on building her skills in spelling, editing and writing stamina. In these sessions, NJ may be supported by sentence starters, planning scaffolds, highlighted components of texts (showing examples of correct punctuation for example) or writers group roles which give her experience engaging in different writing skill sets.

In some instances, NJ may also need Tier 3 support. This could be in the form of individualised writing conferencing with a teacher or SSO, extended time or tasks, reduced content load for tasks and frequent check-ins to support wellbeing and time management.

I am learning to write complex sentences that include correct punctuation and make sense when I read them aloud.

Success criteria:

By the end of this task, I will be able to:

• Write at least 5 complex sentences using a capital letter and full stop correctly.

• Use at least one complex sentence using a conjunction (e.g. ‘because’, ‘when’, ‘although’).

• Read my writing aloud to check it makes sense and edit it if needed.

• Use a visual editing checklist to guide my editing before showing the teacher.

Learning Sequence:

Activate Prior Knowledge

• Class discussion focusing on “What is a complex sentence?”. Teacher co-constructs a sentence on the board with class and have students correct it for spelling and grammar.

• Teacher uses colour coding to highlight capital letters, verbs, punctuation and conjunctions (these will align with visual checklist colours).

Guided Practice:

• NJ will work in a small group to write 2-3 sentences about a favourite topic (fashion, drama etc.)

• Group uses a scaffolded template which incudes sentence starters and punctuation icons to support their writing.

• NJ or groupmate reads their sentence aloud and check for sense and punctuation.

Independent Practice:

• NJ will write 5 original sentences using a visual prompt provided by the teacher (e.g. a costume design image)

• NJ will use self-editing checklists (with tick boxes for capital letters, full stops and 5 complex sentences).

• NJ then records herself reading her favourite sentence using an iPad and sends to teacher.

Feedback and Reflection:

• NJ writes in her book which sentence was most proud of and why.

• Teacher provides verbal and written feedback to strengths achieved and areas for improvement.

Initially I would ask my line manager, leadership to allow me access to any official documents for NJ such as existing One Plan or Individual Learning Plans which outline her learning goals, strengths, challenges and any adjustments required. I would also review her psychologist report to give me an insight into her diagnosis, capabilities in processing speed and working memory and advise of recommended strategies. There may also be NCCD documentation which indicates the level of adjustment she may previously be receiving. Reviewing NJ's previous assessments such as PAT and literacy testing would also give me an insight into which areas NJ is strong in and which areas she may need further support.

I would also take time to speak with key staff such as previous teachers and SSOs to find out insights into NJ’s day-to-day learning habits and styles, personality, peer relationships and what teaching strategies has or hasn’t worked for her in the past. Collaborating with these other stakeholders will help me maintain continuity, retain existing routines which in turn will hopefully reduce anxiety for NJ.

Based on NJ’s assessment, it is recommendations that the following curriculum-pedagogy-assessment approaches have been made supported by the development of an ILP/OnePlan that establishes distinct, measurable and attainable objectives for NJ. In particular, a focus should be placed on:

• Repetition of important information and references to refer to (e.g. modelled examples, written directions will help NJ to see what is being asked of her more clearly.

• Strategies that support NJ’s time management and organisational skills.

• Classroom and homework tasks may need to be modified to allow NJ the opportunity to complete her work, to enable her to experience success and self-esteem which will help to motivate and engage her as a learner.

• Due to NJ’s low processing speed scores, she may learn less material in the same amount of time or take longer to learn the same material than a student with higher processing speed scores. As such, it would be beneficial for her self-esteem to provide NJ with reduced workload (approximately 20% less) so that she can complete her work with other students.

• Where possible, it is suggested that educators place less time pressure on NJ to complete tasks or assessments to allow her to demonstrate her full abilities.

• Limit the need for extensive notetaking and writing. Instead, explore methods such as photographing the whiteboard or proving handouts of the notes. Doing so will allow NJ to review the material at her own pace, catering to her learning style more effectively.

• Instructions should be clear, concise. Multi-step instructions should be avoided where possible as NJ may still be processing the first step and miss subsequent instructions. Instead break up instructions into short, simple steps. Support this by using visual cues alongside verbal and written instructions and repeat each step if needed.

• Use eye contact, gestures or verbal prompts to make sure NJ is focused before speaking.

• Vary teaching methods such as using videos, demonstrations and hands-on activities to make lessons more engaging and easier for NJ to understand.

• Encouraging collaborative learning with clear expectations for NJ will help to reduce distractions and facilitate peer learning.

• Allow for breaks, flexible seating and fidget toys to help her stay focused in class.

• Provide frequent, individualised feedback on NJ’s effort and achievements and provide NJ with checklists of expectations or goals which she can self-monitor.

For NJ, self-determination is particularly valuable as she can often become overwhelmed by tasks which require planning, sustained attention or multiple steps. By developing her ability to advocate for herself, make choices and utilise her strengths, NJ will feel empowered and more engaged in her learning. There are four main strategies, I would encourage NJ to develop.

Goal setting and self-monitoring: NJ would benefit from being supported to identify clear, achievable learning goals, reflecting on how she learns best and what helps her stay focused.

Self-advocacy: Communicating to educators and peers when she feels overwhelmed, distracted or confused will not only help the establishment of an inclusive learning environment through insightful conversation, but also bring self-awareness to NJ in identifying her feelings and apply strategies to self-regulate.

Problem solving: It would be beneficial for NJ to develop strategies to stay focused (such as movement breaks, utilising alternative learning spaces or chunking tasks), and how also to identify when a strategy isn’t working so she can try a new one.

Positive self-talk and confidence: NJ has many strengths such as her creativity, imagination and communication skills. Using affirmations or reminders of past successes may help NJ to build her self-efficacy, confidence and stay motivated.

• Visual learning goals: which are displayed in her workbook or desk to remind her what she’s working towards.

• Reflective journals: daily or weekly to highlight successes or areas she needs further support with.

• Mini-conferences: with teachers and support staff to check wellbeing, set goals and review progress and adjust accommodations.

• Provide checklists: to support focus and reduce cognitive load.

NJ (the student): more than anyone else it is vital that the teacher form strong, trusting relations with NJ. This will support her self-determination, open communication channels and provide essential first-hand information on what she feels she struggles with and how she wants to be supported.

Previous Classroom Teacher(s): To gather information and insight into NJ’s learning styles, preferences, strengths and challenges, communicating with previous classroom teachers will be essential for supporting NJ effectively. These professionals can provide practical tips for planning adjustments, classroom layouts and share what has and hasn’t worked previously.

School Services Officer (SSO): SSO’s commonly work closely with NJ and can offer valuable insight on her daily functioning, emotional regulation strategies, friendship dynamics and areas which may need additional support. They are also often responsible for implementing dynamics so it would be helpful to communicate the plans for the commencing term and discuss how successful previous accommodations have been.

School Wellbeing Leader/Counsellor: To help understand NJ’s social and emotional need as well as find out about past support which NJ required such as support with anxiety, communicating with Wellbeing Leaders or Counsellors can help assist with regulation strategies and wellbeing plans.

Parents and Caregivers: These people are the experts when it comes to their children and often be able to provide valuable information of what motivates their child, what support strategies they are likely to respond to and what their interest, goals and aspirations might be (Mann et al., 2020). This collaboration is vital in establishing an inclusive learning environment where NJ can thrive both emotionally and academically (Man et al., 2020).

Allied Health Professionals: Liaising with NJ’s psychologist may be helpful in interpreting her cognitive assessment and processing profile to help guide the teacher’s instructional strategies.

• Initial welcome email to make contact, provide means of direct communication and express the teacher’s commitment for supporting NJ’s learning goals.

• Scheduled parent/teacher meetings with NJ which facilitate sharing of information about NJ’s strengths, aspirations and learning strategies to support alignment with home. During these meetings parents along with NJ can work with the teacher to review OnePlan or SMARTAR goals so they feel empowered to contribute.

• Communication book or personalised email with updates on learning, successes, progress and areas for improvement to reassure parents that NJ’s needs and accommodations are being supported.

• Class digital platforms (e.g SeeSaw) can be used to share examples of NJ’s work, photos and videos of classroom experiences and NJ’s own reflections in real time. These help parents feel connected to NJ’s school experiences.

• Invitation to school special events helps parents stay connected and gives them the opportunity to see NJ in action (such as in drama productions, public speaking etc.).

During these interactions, I think parents would like to know about NJ’s learning progress towards goals and whether the adjustments which have been put in place as supporting her. They would also like to hear about her strengths in the classroom and be provided examples of when she has thrived. General information on NJ’s level of focus, engagement and regulation would also be an area of interest to parents as might want to suggest strategies for supporting her engagement. I believe most parents would also like to discuss how they can help with supporting NJ’s learning, routines and wellbeing at home.

Research also indicates there are benefits for teachers when they participate in mindfulness-based teacher training initiatives in the form of improved teacher wellbeing and self-efficacy, as well as an increase in their ability to manage classroom behaviour and build and maintain supportive relationships with students (Maiklejohn et al., 2012). With the increasing number of students with diverse needs in mainstream classrooms, I believe this practice could support both educators and students in a range of cognitive, social and psychological areas, leading to greater academic and emotional outcomes.

Use of digital platforms and on-line learning: sharing learning materials via Seesaw or Teams in the form of pre-recorded lessons and step-by-step instructions and examples of learning activities would support NJ as she would be able to pause and replay videos. This would assist her with flexibility in pacing, the ability to re-visit information and acquire knowledge visually and verbally which would suit her learning style.

Regular check-ins: offered virtually by the teacher and/or SSO would support NJ by enabling her to clarify task requirements, offer feedback and encouragement and maintain relationships. This would help to minimise feelings of isolation and anxiety she may experience being away from school.

Home learning packs: which offer hands-on, creative learning tasks could be tailored by the teacher to suit NJs interests and needs while she is away from school. These could include clear, concise learning intentions, visual prompts and checklists, and scaffolded differentiated tasks which she could work on with flexible timing which has been agreed upon by NJ and her family.