Blended Learning Requirements for Students with Attention Deficit / Hyperactivity Disorder (ADHD) from The Teachers' Point of View in Riyadh

Alhuthlul, Sumayyah Hamoud; Alhuzaimi, Talal Eqab

doi:10.21608/jsrep.2023.333527

Blended Learning Requirements for Students with Attention Deficit / Hyperactivity Disorder (ADHD) from The Teachers' Point of View in Riyadh

Document Type : Original Article

Authors

¹ 1Department of Special Education, Faculty of Education, AL-Imam Muhammad Ibn Saud Islamic University.

² 2Department of Special Education, Faculty of Education, King Saud University.

10.21608/jsrep.2023.333527

Abstract

The purpose of this study is to identify the Requirements of Blended Learning for Students with Attention Deficit / Hyperactivity Disorder (ADHD) from Their Teachers' Point of View in Riyadh. A descriptive approach was used, and a questionnaire was used as a research tool. The study sample consisted of 323 male and female teachers who work in general primary schools teaching students with ADHD in Riyadh city. The results showed that the requirements of blended learning related to the needs of students with ADHD from the teachers’ point of view is very high, M = 4.51, and the requirements of blended learning related to the teachers from their point of view is very high, M = 4.36. It also demonstrated that there were no statistically significant differences between the teachers' viewpoints toward the requirements of blended learning for students with ADHD based on gender, educational level, majors, years of experience, and specialized training courses on blended education.

Keywords

References

Altwaijri, Y. A., Al-Habeeb, A., Al-Subaie, A. S., Bilal, L., Al-Desouki, M., Shahab, M. K., Hyder, S., Sampson, N. A., King, A. J., & Kessler, R. C. (2020). Twelve-month prevalence and severity of mental disorders in the Saudi National Mental Health Survey. International Journal of Methods in Psychiatric Research, 29(3), 1-15.

Alvarado-Alcantar, R., & Keeley, R. (2020). Students with Specific Learning Disabilities’ Experiences with Instructional Materials and Programs in a Blended High School History Classroom: A Phenomenological Study of Accessibility. Journal of Online Learning Research, 6(3), 201–220.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders, 5thEd.Arlington, VA: American Psychiatric Association.

Bolden, J., & Fillauer, J. P. (2020). “Tomorrow is the busiest day of the week”: Executive functions mediate the relation between procrastination and attention problems. Journal of American College Health: J of ACH, 68(8), 854–863.

Caulfield, J. (2011). How to Design and Teach a Hybrid Course: Achieving Student-Centered Learning Through Blended Classroom, Online and Experiential Activities. Stylus Publishing.

Choppin, J., & Borys, Z. (2017). Trends in the Design, Development, and Use of Digital Curriculum Materials. ZDM: The International Journal on Mathematics Education, 49(5), 663–674.

Cronje, J. C. (2020). Towards a New Definition of Blended Learning. Electronic Journal of E-Learning, 18(2), 114–121.

Deschaine, M. (2018). Supporting students with disabilities in k-12 online and blended learning. Lansing, MI: Michigan Virtual University. Retrieved from: https://mvlri.org/research/publications/supporting-students-with-disabilities-in-k-12-online-and-blended-learning/

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22.

Dikkers, A. G., Lewis, S., & Whiteside, A. L. (2015). Blended learning for students with disabilities: The North Carolina Virtual Public School’s co-teaching model. In Exploring pedagogies for diverse learners online. Emerald Group Publishing Limited.‏

Draffan, E. A., & Rainger, P. (2006). A Model for the Identification of Challenges to Blended Learning. ALT-J: Research in Learning Technology, 14(1), 55–67.

Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4.‏

Fabio, R. A., & Antonietti, A. (2014). Hypermedia Tools Enhance Learning in ADHD Students. ADHD Report, 22(4), 8–9. https://doi-org.sdl.idm.oclc.org/10.1521/adhd.2014.22.4.8

Fovet, F (November 2007). Using distance learning electronic tools within the class to engage ADHD students: A key to inclusion? [Conference Paper [. Frontiers in Education Conference, Collège Northside. 12-20. https://doi-org.sdl.idm.oclc.org/10.1109/FIE.2007.4417842

Friel, C. L. (2022). Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study [Doctoral dissertation, University of Missouri-Columbia]. https://mospace.umsystem.edu/xmlui/handle/10355/91567

Greer, D. L., Smith, S. J., & Basham, J. D. (2014c). Practitioners’ Perceptions of Their Knowledge, Skills and Competencies in Online Teaching of Students with and without Disabilities. Journal of the American Academy of Special Education Professionals, 150–165.

Greer, D., Rice, M., & Dykman, B. (2014b). Reviewing a decade (2004-2014) of published peer-reviewed research on online learning and students with disabilities. Handbook of Research on K-12 Online and blended learning, 135-159.‏

Greer, D., Rowland, A. L., & Smith, S. J. (2014a). Critical considerations for teaching students with disabilities in online environments. Teaching Exceptional Children, 46(5), 79-91.‏

Hew, F. H., & Cheung, S. C. (2014). Using Blended Learning: Evidence-Based Practices. Springer. https://link-springer-com.sdl.idm.oclc.org/content/pdf/10.1007%2F978-981-287-089-6.pdf

Hrastinski, S. (2019). What Do We Mean by Blended Learning?. TechTrends: Linking Research & Practice to Improve Learning, 63(5), 564–569.

Ibrahim, M., Prasad, P. W. C., Alsadoon, A., & Pham, L. (2016, July 13-15). Synchronous virtual classroom for student with ADHD disorder [Conference Paper]. 13th International Joint Conference on Computer Science and Software Engineering (JCSSE), Khon Kaen University, Thailand.

IDEA. (2004). Individuals with Disabilities Education Act, 20 U.S.C § 1400.‏

Johnson, K. (2019). A phenomenological study on teachers’ perceptions regarding the implementation of a blended learning program [Doctoral dissertation, Houston Baptist University]. https://darius.hbu.edu/bitstream/handle/20.500.12262/217/Johnson_hbu_1962D_10037.pdf?sequence=1

Kumaresan, M., McCardle, L., Chandrashekar, S., Karakus, E., & Furness, C. (2022). Learning with ADHD: A Review of Technologies and Strategies. Journal on Technology and Persons with Disabilities, 10, 249-265.

Lawrence, D., Houghton, S., Dawson, V., Sawyer, M., & Carroll, A. (2021). Trajectories of academic achievement for students with attention-deficit/hyperactivity disorder. The British Journal of Educational Psychology, 91(2), 755–774.

Lawrence, M., Glenn, G., & Guarino, J. A. (2006). Applied multivariate research design and interpretation. SAGE Publications.

Lewis, S., Whiteside, A., & Dikkers, A. G. (2014). Autonomy and Responsibility: Online Learning as a Solution for At-Risk High School Students. International Journal of E-Learning & Distance Education, 29(2), 1–11.

Madaus, J. W., McKeown, K., Gelbar, N., & Banerjee, M. (2012). The online and blended learning experience: Differences for students with and without learning disabilities and attention deficit/hyperactivity disorder. International Journal for Research in Learning Disabilities, 1(1), 21-36.

Mayes, S. D., Waschbusch, D. A., Calhoun, S. L., & Mattison, R. E. (2020). How Common are Academic Overachievement and Underachievement in Children with Autism or ADHD?. Journal of Developmental and Physical Disabilities, 32(5), 775–783.

Montgomery, A. P., Hayward, D. V., Dunn, W., Carbonaro, M., & Amrhein, C. G. (2015). Blending for student engagement: Lessons learned for MOOCs and beyond. Australasian Journal of Educational Technology, 31(6), 657–670.

Morgan, J. J., & Spies, T. G. (2020). Integrating Blended Learning in Middle School ELA Classrooms to Support Diverse Learners: Lessons Learned. Journal of School Administration Research and Development, 5(1), 44–51.

Podsiadlik, A. (2021). The Blended Learning Experiences of Students with Specific Learning Difficulties: A Qualitative Case Study Located in One British Higher Education Institution. International Journal of Disability, Development and Education, 1-16. https://doi-org.sdl.idm.oclc.org/10.1080/1034912X.2021.1876217

Rachmawati, N., Supena, A., Yufiarti, Yarmi, G., & RudiCasmana, A. (2022). Analysis of Hybrid Learning for Students with Learning Disabilities in Primary Schools Providing Inclusive Education. Qualitative Report, 27(10), 2185- 2201. https://doi-org.sdl.idm.oclc.org/10.46743/2160-3715/2022.5432

Raggi, V., & Chronis, A. (2006). Interventions to Address the Academic Impairment of Children and Adolescents with ADHD. Clinical Child & Family Psychology Review, 9(2), 85–111.

Rice, M. F., & Carter, R. A., Jr. (2015). “When We Talk about Compliance, It’s Because We Lived It”: Online Educators’ Roles in Supporting Students with Disabilities. Online Learning, 19(5), 18–36.

Schneider, D., & Zavaraki, E. (2019). Blended Learning Approach for Students with Special Educational Needs: A Systematic Review. Journal of Education & Social Policy, 6(3), 155-164.

Schworer, M. C., Reinelt, T., Petermann, F., & Petermann, U. (2020). Influence of executive functions on the self-reported health-related quality of life of children with ADHD. Quality of Life Research: An International Journal of Quality of Life Aspects of Treatment, Care and Rehabilitation, 29(5), 1183–1192.

Smith, S. J., Basham, J., Rice, M. F., & Carter, R. A., Jr. (2016). Preparing Special Educators for the K-12 Online Learning Environment: A Survey of Teacher Educators. Journal of Special Education Technology, 31(3), 170–178.

Stevens, M., & Rice, M. (2016). Inquiring into presence as support for student learning in a blended learning classroom. Journal of Online Learning Research, 2(4), 447-473.‏

Williams, M. (2018). Exploring teachers’ attitudes to implementing blended learning: a case study [Doctoral dissertation, Nelson Mandela University]. https://vital.seals.ac.za/vital/access/manager/PdfViewer/vital:33851/SOURCE1?site_name=GlobalView&viewPdfInternal=1

Wu, S.-Y., & Gau, S. S.-F. (2013). Correlates for Academic Performance and School Functioning among Youths with and without Persistent Attention-Deficit/Hyperactivity Disorder. Research in Developmental Disabilities: A Multidisciplinary Journal, 34(1), 505–515.

Yeigh, T., Lynch, D., Fradale, P., Lawless, E., Turner, D., & Willis, R. (2021). Improving Schools with Blended Learning How to Make Technology Work in the Modern Classroom. Routledge.

Zeydel, K. (2019). Instructional Strategies Within a Blended Learning Model for At-Risk Students [Doctoral dissertation, Walden University]. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=8634&context=dissertations