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Master's Thesis: Literature-Informed Pedagogical Framework for Supporting ADHD Children in Urban Schools
Litoff, Ashley Taylor
Litoff, Ashley Taylor
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Attention-deficit hyperactivity disorder—Treatment—United States, Urban schools—United States, Inclusive education—United States, Mindfulness (Psychology)—Study and teaching, Movement education—United States
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Abstract
This thesis investigates non-traditional interventions to address ADHD in elementary classrooms. This pedagogical framework is developed through a theoretical perspective using Barbara Rogoff’s ideas on child development, as well as through empirical literature. Barbara Rogoff argues that educators must acknowledge the cultural biases they bring into the classroom and provides a theoretical basis to challenge traditional teaching practices in urban schools that too often treat all students as identical learners. When applied to ADHD, the lens of Rogoff reveals that the rise of ADHD is a symptom of broader inadequacies in the US education system. With this idea as a guide, this thesis offers teachers a framework that includes three strategies to incorporate into the classroom focused around two themes. These first theme is movement/environment which includes the furniture and environment of the room as well as incorporating exercise and movement into the classroom. The second theme is mindfulness which includes green spaces and mindfulness exercises. We must allow teachers the freedom to implement strategies to best help students in their classrooms and ultimately give children more autonomy over their learning. Teachers need to avoid biases about children with ADHD and work to create an inclusive classroom space where all students’ needs are met, whether or not they have the ADHD diagnosis.