Teaching across the Lifespan for students with ADHD in Higher Education – A Multi-Systemic Pedagogical Approach
Tuesday, April 8, 2025 2:30 PM - 3:15 PM
ENGAGEMENT
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Session Outline
In the right environment learners with ADHD can flourish (Renshaw, 2019). However, when a lack of guidance exists for effective ways of teaching learners with ADHD educators may inadvertently adopt unhelpful methods of teaching or ineffective support. (Mohammadhasani et al., 2018). In addition, difficulties may become more obvious during transitions into further education such as University or work as the individual becomes more independent in managing their choices and daily routines without the scaffolding of parents/care givers. This can lead to difficulties with ADHD becoming more apparent and an increase in learners seeking explanations for their difficulties, diagnoses and support at a time when not succeeding in these tasks become more serious as the individual transitions into adulthood (Velissaris, 2017).
This presentation will describe a series of 3 studies which explored the learning experiences of people with ADHD across the lifespan of education (from secondary school/college to undergraduate and post-graduate university studies) through to employment. The presentation will describe the self-concepts this generates for the learner, the barriers to engagement this may bring as well as the scaffolding which supports them to transition to higher education through their journey to employability.
The knowledge gained from these 3 studies will be used to present a multi-systemic model of learning (or ecosystem approach) with practical tips and recommendations that can be made (both inside and outside of the teaching environment) to improve the educational experience for learners with ADHD to foster their creativity, strengths, and outcomes. Ways in which personal tutors can provide support and breakdown the barriers to engagement will also be given that can be easily and practically implemented.
Learning Outcomes
2) Learn practical tips and strategies which can be easily adopted to overcome these barriers to improve the educational experience for learners with ADHD to foster their creativity, strengths, and outcomes.
Bibliography
Renshaw, P. D. (2019). The consequences of ADHD diagnosis: integrating scaffolding and perezhivanie to redesign pedagogy for ADHD-diagnosed children. Emotional and Behavioural Difficulties, 24(3), 301-305.
Velissaris, N. G. (2017). Twice Exceptional Scale for Adults (TESA) for Assessment of Attention-Deficit Hyperactivity Disorder in Adults with Above Average Intelligence (Doctoral dissertation, Rosalind Franklin University of Medicine and Science).
Competencies
This session addresses the following competencies of the UKAT Professional Framework for Advising and Tutoring