There has been a large amount of information with varying conclusions and recommendations published about ad/hd

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All teachers in grades PreK-8 used assistive technology devices and formats in their planning, instruction, activities, and assessments. Most considered assistive technology devices as computer-related hardware or software. One hard copy comment questioned "highlighters" as being considered an AT device. An assistive technology device was considered electronic.

Most post-secondary instructors welcomed the use of assistive technology devices in their classroom, but that was a student option. One instructor acknowledged the use of Microsoft Word and Excel software as a requirement for completing assignments, but was hesitant to say he was incorporating assistive technology into his curriculum. The Information Technology instructors were hesitant to use the term assistive technology when referring to the use of the computer and the Internet in their courses. The IT instructors didn't feel the use of the computer and Internet as falling into the category of assistive technology. Assistive technology devices in the IT classroom were considered software such a JAWS (audible screen readers) and WYNN (scanning and reading literacy software).

A professor of math at a Northeastern Ohio community college commented on his redesigned algebra course centered on the use of Microsoft Excel spreadsheets for calculating problems. Students did their assignments and assessments using Excel software. He hesitated to say that this was assistive technology, but he did note that students seemed to have an easier time understanding and successfully completing his course after he redesign the

The terms technology and assistive technology were thought to be electronic by most educators. The Smart Board and laptops were on "The Most Wanted" list by teachers K-12. Teachers and instructors with 5 or less years of teaching experience were more willing to acknowledge the use of assistive technology devices in their curriculum.

A majority of the teachers that answered NO to the use of assistive technology had computers in their classroom and used a personal computer to plan and keep records, but didn’t consider them assistive devices. One teacher commented that when she thought of assistive technology, she thought of devices used by the severely mentally or physically challenged.

Teachers with 16 or more years of experience were less likely to use the term assistive technology when referring to devices used in the classroom that enhanced the instruction and learning environment of the classroom. Many of the teachers with computers in their classroom commented that they used technology to enhance their curriculum, but not assistive technology devices.

When the term technology was used in conversation, the interviewed teachers were open about the ways the devices and software they used to plan and organize their course or classroom. When assistive was added, they became confused. Many commented that assistive technology were devices for those with disabilities, and not related to the general student population.

Again, many of the teachers with computers in their classroom commented that they use technology to plan and organize their curriculum, but they would not consider the computers or software assistive technology. Some commented that they changed their answer from NO to YES after they reviewed the operational definitions at the beginning of the survey. Most commented that when they think of technology, they think of something that has to do with a computer.
13. It is important to recognize the learning styles and preferences of all the students in the classroom, including those with nontraditional learning differences, and adjust my lesson plans and assessments accordingly.

Total	St. Agree	Agree	Disagree	St. Disagree	Unsure
575	30%	41%	22%	4%	3%

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Instructors in higher education disagreed or strongly disagreed with this statement. It was felt that by the time students enter into post-secondary education, it was their own responsibility to recognize their own learning styles and preferences, and adjust to the course delivery style and assessment procedures of the professor.

Instructors in higher education disagreed or strongly disagreed with this statement only because they felt it was the student’s responsibility to use whatever tools or devices necessary to enhance their own learning capabilities.

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Instructors in higher education disagreed or strongly disagreed with this statement. It was felt that it was the student’s responsibility to understand the syllabus and follow the syllabus. At the post secondary level, there should be no need for classroom management methods or devices.

All 575 respondents to the survey check at least 4 devices. The top 10, overall, AT devices used by teachers in their classroom were

1.) Computers - 533,

2.) Videos (Cams, Tapes, and VCR) - 507,

3.) Educational Software - 479,

4.) Electronic Games - 578,

5.) WWW Search Engines (Portals) - 472,

6.) Highlighters - 448,

7.) Overheads and Transparencies – 407,

8.) Calculators – 397,

9.) PowerPoint Presentations – 393,

10.) Class Web site – 370.

The technology device found most on teachers’ "Wish Lists" (mentioned in many of the comments), were the Smart Boards and projectors. For a breakdown of assistive technology use in the classroom by grade level and academic specialization see Appendix C.

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Implications

A majority of the Pre-K – Grade 5 teachers surveyed found the AD/HD student to be a challenge. A high percentage of teachers specializing in Math, English, Social Science, History, Political Science, and General/Physical Science found the AD/HD student difficult to accommodate in the classroom; while teachers specializing in Visual Art, Music, Philosophy, and Psychology had the least amount of trouble accommodating the AD/HD learning style. At larger percentage of teachers with the least amount of teaching experience found the AD/HD student more difficult in the classroom that the veteran teacher with 21 years or more experience. . Though teachers recognized the importance of recognizing and accommodating all learning styles and preferences represented in the classroom, the AD/HD learning style seemed to be excluded. Negative comments focused on the over diagnosis of the disorder and the medication controversy. The use of assistive technology and multisensory instructional methods incorporated into the curriculum didn’t seem to influence or positively impact the teacher’s perception of the AD/HD student in the classroom.

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Instead of focusing on the negative characteristic, it makes a tremendous difference in the teacher/student relationship to focus on the AD/HD student’s ability to put forth endless energy and to hyperfocus on a subject or project when motivated. AD/HD students are driven by intrinsic motivation factors. They are

As with any learner, no two students with AD/HD learn the same. There are general characteristics of the learner with AD/HD that can help the classroom teacher recognize the individual learning personality of the student.

The key is knowledge and understanding of the disorder. This study warrants more research on educating the classroom teacher on the positive characteristics of AD/HD student. The study points to a need to redirect the classroom teacher’s focus on the overdiagnosis and overmedication issues associated with AD/HD to the positive and unique learning style and preferences of the student with AD/HD. If the use of multisensory instructional methods and assistive technology devices were incorporated in with lesson plans and classroom activities that include all of Gardner’s multiple intelligences and taught within Vygotsky’s Zone of Proximal Development for each student, would medication be necessary?

The original hypotheses of this study,

1.) There is a significant relationship between the unique teaching challenges the classroom teacher must meet due to the inclusion of

the AD/HD student in the traditional classroom setting, and the use of assistive technology devices in course activities; and

2. 
   There is a significant relationship between the attitude of the teacher forced to adjust the classroom environment and make special

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   accommodations for the AD/HD student, and the

   
   availability and use of assistive technology devices in the classroom;
   

This study investigated teacher attitudes and perceptions of the student with AD/HD in the classroom, and attempted to identify the relationship of those attitudes and perceptions with the use of assistive technology devices in the classroom. Prior research and studies have proven the incorporation of assistive technology devices in with the general curriculum, course delivery, lesson plans and classroom activities facilitates the teacher’s ability to meet the learning styles and preferences of all students, eases classroom management, and improves overall student academic outcome. Assistive technology devices have been proven to empower student with learning differences and AD/HD, and improve their ability to organize, control negative behavior, and complete tasks and assignments. With this in mind, the study attempted to establish a positive relationship between readily-available assistive technology devices for teacher and all students in the classroom, and a positive teacher attitude and perception of the student with AD/HD included in the classroom.

The study consisted of an ex post facto research design and participants were a random selection of 575 teachers in Northeastern, Central, and Southern Ohio. The survey instrument used in this study was a questionnaire consisting of 26 questions (see Appendix A) that addressed three specific aspects affecting the education and academic experience of the student with AD/HD: 1.) teacher training and use of technology; 2.) teacher understanding of AD/HD; and, 3.) the use of assistive technology devices in the classroom. Participating teachers were encouraged to comment on any or all of the questions. The questionnaire was distributed and collected in three formats: 1.) personal interview and observation; 2.) hard copy (printed); and, 3.) online. A difference in the formats regarding the tone and professionalism was noticed concerning the comments. The tone and professionalism of the comments deteriorated as the anonymity of the participant increased. Comments by the responding online participants tended to be less reserved than the hard copy and interviewed respondents, and voice of decorum and political correctness. The demographic data was identified and categorized, and the data from the three categories of questions were compared and charted. The data suggests there exists a lack of understanding by the teachers regarding the disorder and the AD/HD learning style, and that the overall teacher attitude and perception of the student with AD/HD is negative. There is no relationship between the use of assistive technology in the classroom and the teacher’s attitude and perception of the student with AD/HD. The data also suggest confusion over the definition of assistive technology and the use of readily-available assistive technology devices for all students in the classroom.