, TEACHER ROLES AND RESPONSIBILITIES: INCLUSIVE CLASSROOM
ASSESSMENT 2- BPT 1501
This essay will start by elucidating and explaining explicitly the abbreviated term ADHD and thereafter
question one will onset focus on looking at how the learner or student with ADHD can be characterized or
identified easily in the classroom during teaching and learning. It will focus mainly on classroom
intervention strategies as Mathematics teacher to enhance the learning environment for Peter who is a
student with ADHD and giving examples as to how will be implementation of strategies in conjunction with
outcomes expected from Peter. Furthermore it the touch on the role players needed when teaching a leaner
with ADHD and their roles. Question two will be mainly steeping on choosing Mathematics as a learning
area and furthermore look at three different types of assessment and can be utilized to improve teaching and
learning in Mathematics as a learning area. In conclusion it then focus it main argument on how can
assessments be strategized and used to assist learners to pass and achieve distinctive marks in Mathematics.
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display
patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American
Psychiatric Association [APA], 2013. Attention deficit hyperactivity disorder (ADHD) is a complex
disorder, which can be seen as a disorder of life time, developing in preschool years and manifesting
symptoms (full and/or partial) throughout the adulthood; therefore, it is not surprising that there are no
simple solutions (A J M Genet 2001).
Question one
1. For a teacher to be able to intervene and assist a student with ADHD to start performing well in his her
work must understand and comprehend characteristics of ADHD. When a child fails to pay close
attention to details or make careless mistakes in schoolwork, have trouble staying focused in tasks or
play, appear not to listen, even when spoken to directly, avoid or dislike tasks that require focused
mental effort, such as homework and or running around or climbing in situations when it's not
appropriate, have trouble playing or doing an activity quietly and talk too much and also a tendency of
Interrupting or intruding on others' conversations, games or activities and etc.
1.1. The following are intervention strategies to learners having ADHD.
Provide real-life examples.
Provision of real-life examples make math concepts comes alive for all students including those with
ADHD. For instance, concepts of volume and surface area can be taught using liquid to fill
containers or measuring the square footage of a lawn that needs to be mowed.
Break instructions down into smaller parts.
ASSESSMENT 2- BPT 1501
This essay will start by elucidating and explaining explicitly the abbreviated term ADHD and thereafter
question one will onset focus on looking at how the learner or student with ADHD can be characterized or
identified easily in the classroom during teaching and learning. It will focus mainly on classroom
intervention strategies as Mathematics teacher to enhance the learning environment for Peter who is a
student with ADHD and giving examples as to how will be implementation of strategies in conjunction with
outcomes expected from Peter. Furthermore it the touch on the role players needed when teaching a leaner
with ADHD and their roles. Question two will be mainly steeping on choosing Mathematics as a learning
area and furthermore look at three different types of assessment and can be utilized to improve teaching and
learning in Mathematics as a learning area. In conclusion it then focus it main argument on how can
assessments be strategized and used to assist learners to pass and achieve distinctive marks in Mathematics.
The diagnostic term attention deficit/hyperactivity disorder (ADHD) refers to individuals who display
patterns of inattention, impulsivity, and overactive behavior that interfere with daily functioning (American
Psychiatric Association [APA], 2013. Attention deficit hyperactivity disorder (ADHD) is a complex
disorder, which can be seen as a disorder of life time, developing in preschool years and manifesting
symptoms (full and/or partial) throughout the adulthood; therefore, it is not surprising that there are no
simple solutions (A J M Genet 2001).
Question one
1. For a teacher to be able to intervene and assist a student with ADHD to start performing well in his her
work must understand and comprehend characteristics of ADHD. When a child fails to pay close
attention to details or make careless mistakes in schoolwork, have trouble staying focused in tasks or
play, appear not to listen, even when spoken to directly, avoid or dislike tasks that require focused
mental effort, such as homework and or running around or climbing in situations when it's not
appropriate, have trouble playing or doing an activity quietly and talk too much and also a tendency of
Interrupting or intruding on others' conversations, games or activities and etc.
1.1. The following are intervention strategies to learners having ADHD.
Provide real-life examples.
Provision of real-life examples make math concepts comes alive for all students including those with
ADHD. For instance, concepts of volume and surface area can be taught using liquid to fill
containers or measuring the square footage of a lawn that needs to be mowed.
Break instructions down into smaller parts.
