Doctoral Dissertations

Date of Award

5-2000

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Education

Major Professor

Susan M. Benner

Committee Members

Mary Jane Connelly, Mary Ann Blank, Thomas W. George

Abstract

The current state of pedagogy(specifically in private,independent high schools)for students(specifically adolescent students)diagnosed with Attention Deficit Disorder(ADD)and/or Attention Deficit-Hyperactivity Disorder(ADHD)is discussed in this study. The purposes of the study were:to determine whether independent high schools employ treatment teams to assess and oversee the programs planned for ADD/ADHDstudents,to determine whether teachers are included in these treatment teams,and to determine how independent high school teachers are responding to the pedagogical needsofADD/ADHD students in their classes. A survey questionnaire was mailed to 100 private,independent high schools in order to obtain the information described above. Itis concluded in this study that:(a)a majority of private,independent high schools are admitting adolescent students with characteristics of students who are diagnosed withADD/ADHD,(b)teams composed of students,parents,classroom teachers,administrators, psychologists,and physicians put in place for addressing the pedagogical needs of students diagnosed with ADD/ADHD are not present in a majority of private,independent high schools,(c)teachers surveyed at private,independent high schools seem willing to apply the sorts of pedagogical approaches that research suggests are appropriate and effective for use with adolescents diagnosed with ADD/ADHD,(d)teachers surveyed at private,independent high schools are recognizing and addressing the needs on the part of their ADD/ADHD-diagnosed students for extra help with organization and learning/study skills,(e)training focused on students diagnosed withADD/ADHD is available at private,independent high schools,but the degree to which independent school teachers are utilizing it is variable,(f)independent school teachers are experiencing success with their students who are diagnosed with ADD/ADHD,but this success(according to anecdotal evidence)shows little pattern or consistency across schools for others to try to replicate, and(g)students diagnosed with ADD/ADHD in independent schools will find themselves in small(70% of respondents cited classes with15 or fewer students),competitive classes where teachers will likely be aware of(and be employing)specific pedagogical approaches designed to answer their instructional needs.

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