Required readings: Boon, H.J. (2020). What do ADHD neuroimaging studies reveal f

Required readings:
Boon, H.J. (2020). What do ADHD neuroimaging studies reveal for teachers, teacher educators and inclusive education? Child & Youth Care Forum, 49, 533–561. https://doi.org/10.1007/s10566-019-09542-4
Varma, A., Wiener, J. (2020). Perceptions of ADHD symptoms in adolescents with attention-deficit/hyperactivity disorder: Attributions and stigma. Canadian Journal of School Psychology, 35, 252–265. https://doi.org/10.1177/0829573520936459
Recommended readings:
Evans, S.W., Owens, J.S., Wymbs, B.T., & Ray, A.R. (2018).Evidence-based psychosocial treatments for children and adolescents with attention deficit/hyperactivity disorder, Journal of Clinical Child & Adolescent Psychology, 47(2), 157-198. https://doi.org/10.1080/15374416.2017.1390757
Weiner, J., Daniels, L. (2016). School experiences of adolescents with attention-deficit/hyperactivity disorder. Journal of Learning Disabilities 49(6), 567-581. https://doi.org/10.1177/0022219415576973
Question 1:
Varma and Wiener (2020) explain that there is a stigma associated with ADHD, specifically with regards to the behaviours they exhibit as a result of this neurodevelopmental disability. What factors do you think contribute to this stigma? How might this affect the educational experiences for children and adolescents with ADHD? What would you do to support children and adolescents to help them succeed in school and build meaningful relationships with their peers?
Question 2:
Although I do not have lived experience with a situation like this, I would support Lennox, a 4-year-old boy with ADHD, by advocating for implementing his Individualized Education Plan (IEP) accommodations and modifications. I would approach the teaching partner, educate them about ADHD, and emphasize the importance of a positive and inclusive learning environment. Collaborating as a team, we would discuss strategies such as visual supports, sensory breaks, and behaviour management techniques to support Lennox’s needs. I would encourage the teaching partner to attend professional development sessions focused on ADHD, providing them with additional knowledge and strategies. We would implement inclusive classroom practices, establish a structured routine, provide clear expectations, and incorporate engaging activities to increase Lennox’s participation. Regular communication and open discussions would be essential for consistency and support.
Question 3:
Boon (2019) states that “negative teacher views and limited knowledge of ADHD is widespread.” Using data obtained from neuroimaging studies, how might you explain the differences in brain structure and functioning associated with ADHD to a group of educators?