DISABILITY INCLUSION

Common types of learning need: ADHD/ADD

Hi from the Disability Inclusion Team! We will be exploring common types of learning needs over the next few issues of the newsletter.

One of the most common diagnoses we have at Oberon is ADHD or ADD (attention deficit hyperactivity disorder or attention deficit disorder). These diagnoses present differently for each student.

There are three types of ADHD: Inattentive, hyperactive or combined type.

Hyperactive is as it suggests, students are either physically or mentally, hyperactive. For example: frequent movement with their bodies but can also look like overthinking, quick thinking or processing or talking a lot. In other words, they appear to do everything at warp speed.

Inattentive is more like the duck in the pond, they can look like they are zoning out or elsewhere and can have difficulties focusing (or at least looking like they are focused) but are often working hard internally.

There are some who will be diagnosed with both hyperactivity and inattention, meaning at different times they are one or both types. Students generally have difficulties with organization, being on time, remembering details and timelines, recognizing and managing their emotional states and managing where their attention shifts.

What helps:

Having good routines helps to eliminate some of the brain power needed to function daily. This includes:

Sleep hygiene: waking up and going to sleep at the same time no matter what day it is, making sure bedrooms are device free (or at least are for the last hour before sleep).
Organization tools: laying uniform out the night before, packing lunch the day before or having ‘grab and go’ items ready in the fridge, using a homework and assessment calendar or planner etc.
Predictable food routines: Eating meals at the same time daily, ensuring familiar and comfort foods are mixed with non-preferred foods, eating before morning medication, not eating late at night as digestion can interrupt sleep.
Visual reminders: Having visuals on the fridge or the back of a bedroom door of steps to get ready, school reminders for PE days or excursions, lists of important dates/events.
Occupational therapy – Getting support from allied health professionals can be very useful for families to put in place good routines and supports to help students managing their overwhelm, organisation and planning. They can also get to know your child well to give recommendations to their teachers.

VCE exams and coursework:

Students with diagnoses can apply for adjustments to class coursework and special provision for Exams. This is only available to students to meet the requirements of VCAA and can provide diagnostic paperwork to Oberon. See: https://www.vcaa.vic.edu.au/administration/special-provision/special-provision-within-vce

Please note: If you suspect your child might fall under the category of ADHD/ADD, please consult with your GP or Paedirician for screeners (often called Conner’s screener) or referrals. This can then be passed on to the Inclusion Team for teachers to complete and return to you. Schools do not have any ability to diagnose.