Case Study: Supporting Amy’s Educational Journey

Meet Amy, a 13-year-old student with ADHD attending a secondary school in England. Amy’s parents have expressed concerns about her academic performance and difficulties with organisation and focus in the classroom. Let’s explore how the school can provide support and accommodations to enhance Amy’s educational experience.

Background: Amy’s ADHD diagnosis was recently confirmed by a healthcare professional. She struggles with staying organised, completing assignments on time, and maintaining focus during lessons. Amy’s parents are proactive in seeking support for her and have provided the school with relevant information about her diagnosis and individual needs.

Support Strategies and Accommodations:

  1. Individualised Education Plan (IEP): Amy’s school develops an Individualised Education Plan (IEP) in collaboration with her parents and teachers. The IEP outlines specific strategies and accommodations tailored to Amy’s needs. It includes:
  1. Modified Assignments and Deadlines: Teachers provide Amy with modified assignments and extended deadlines to alleviate time pressure and facilitate successful completion of tasks.
  2. Preferential Seating: Amy is seated near the front of the classroom to minimise distractions and enhance her ability to focus on the teacher’s instructions.
  3. Organisational Support: Amy is given a personalised organisational system, such as colour-coded folders or a planner, to help her keep track of assignments, due dates, and important materials.
  1. Access to Learning Support: Amy is referred to the learning support department within the school. The learning support specialist provides her with individualised assistance, which includes:
  1. Study Skills Training: Amy receives support to develop effective study techniques, such as note-taking strategies, time management skills, and organisation methods.
  2. Tutoring: Amy has access to tutoring sessions where she can receive extra help in subjects where she may require additional support.
  3. Academic Coaching: Amy meets regularly with an academic coach who provides guidance and strategies to improve her academic performance and develop self-regulation skills.
  1. Social and Emotional Support: Recognising the importance of emotional well-being, the school offers social and emotional support to Amy. This includes:
  1. Pastoral Support: Amy has access to the school’s pastoral support team or counselling services. These professionals provide her with emotional support, stress management techniques, and guidance on building resilience and coping skills.
  2. Peer Mentoring: The school pairs Amy with a peer mentor who has a positive understanding of ADHD. The mentor provides support, understanding, and practical advice, acting as a role model for Amy.
  1. Teacher Collaboration and Training: Teachers receive training and support to effectively meet Amy’s needs:
  1. Professional Development: Teachers attend training sessions focused on understanding ADHD, implementing differentiated instruction, and creating inclusive learning environments.
  2. Collaboration and Communication: Amy’s teachers maintain open communication with her parents, sharing information about her progress, challenges, and strategies that work well for her. They collaborate to ensure consistent support across different subjects and settings.