Australian Teachers and School Leaders' Use of Differentiated Learning Experiences as Responsive Teaching for Students with ADHD

Autor/in	Gibbs, Kathy
Titel	Australian Teachers and School Leaders' Use of Differentiated Learning Experiences as Responsive Teaching for Students with ADHD
Quelle	In: Emotional & Behavioural Difficulties, 28 (2023) 1, S.18-31 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
DOI	10.1080/13632752.2023.2194131
Schlagwörter	Foreign Countries; Attention Deficit Hyperactivity Disorder; Students with Disabilities; Individualized Instruction; Teaching Methods; Student Needs; Knowledge Level; Testing Accommodations; Student Behavior; Behavior Problems; School Administration; Academic Accommodations (Disabilities); Intervention; Classroom Environment; Australia + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Australien
Abstract	There is a paucity of research in Australia about educators' use of differentiated instruction (DI) to support the learning of students with ADHD. This study reports on a small-scale, qualitative research using interviews with teachers and school leaders to identify how they use DI as an effective teaching instruction for students with ADHD. Findings showed that teachers and school leaders have a good understanding of ADHD, teachers use DI as an effective teaching practice to enhance learning for this student group and ensure the classroom environment is safe and secure. However, they do not adjust assessments for students with ADHD. School leaders are not clear how teachers differentiate assessments or adapt the classroom environment. These results highlight the need for further research at the teacher and teacher educator level teachers to ensure teaching practices are effective in reducing unwanted behaviours that prevent students with ADHD achieving to their full academic potential. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01