Introduction

The education industry is currently undergoing fundamental change globally. For one, globalization has created a protracted and entrenched competition for education talent. Here, with new innovation in hybrid and online formats, instructors have a much larger opportunity set to use their talents globally. Likewise, the need for talent is growing as education population become more diverse. In both Europe and the United States, minorities continue to take a larger share of the overall student population. This requires a unique set of delivery, instruction and teaching methods to accommodate a much more diverse student population. Likewise, educational requirements around Ireland are also changing. Here, the country is now transitioning to a model less predicated on standardized testing to one that is based on comprehensive understanding and application of the material presented. This in turn, is due to the changing skill dynamics required to be successful in the labor force. Going forward, problem solving skills will be much more valuable. Disciplines such as science, technology, math, and engineering will also be very important for the economic future of Ireland. As such, skills heavily related on critical thinking, problem solving, and innovation will be highly sought after within the labor markets of Ireland. To accommodate this rising demand, instructors much be proficient in first empowering children to learn and grow with a much more decentralized learning environment. Likewise, instructors must be able to adopt curriculum the accommodate the changing needs and requirements of their students (Barkley, 1990).

Once such element is that of special needs children. As noted above, the growing student population requires a diverse array of teaching and instruction methods to accommodate the needs of various demographic groups including special needs. Currently, nearly 25% of the student population is a special needs child. With one in four children requiring special instruction it is important for teachers and instructors to have the resources and tools needed to properly instruct these students. By doing so, these children are better able to reach their full potential, become productive members of society, and ultimately, further the knowledge to better assist special needs students in the future. There are a variety of special needs children that require a comprehensive suite of services and aids. For this report emphasis will be placed on students with ADHD.

ADHD in Ireland

As noted below roughly 7.2% of children and young adults in Ireland have ADHD. As compared with other nations in the developed world, this is average. According to 2020 Ireland census data, roughly 156,987 people in Ireland have difficulty learning due primarily to ADHD. Also in Ireland, ADHD is the most common disability within school aged children. Boy in Ireland are roughly 4 times more likely to experience ADHD as oppose to girls. Of these individuals nearly twice as many boys ages 5 to 19 experienced learning difficulties as compared to their female counterparts. There are a number of Irish organizations dedicated specifically to ADHD. The main public service for children and young people is CAMHS: Child and Adult Mental Health Services (CAMHS).

A comprehensive overview of a special need.

According to the American Psychiatric Organization, ADHD is known attention deficit hyperactivity disorder. Within Ireland, this is one of the most common mental disorders impacting children within the country and has also been known to impact adults as well. In Ireland roughly 7.2% of all children have some form of attention deficit hyperactivity disorder. Here symptoms of this disorder include an inability to keep focus within a given environment or time frame. In addition, the condition is associated with large amounts of hyperactivity which include excess movement and behaviors that are not fitting for the setting or the environment. This is particularly pertinent during school periods where children with attention deficit hyperactivity disorder can undermine the classroom setting through excessive or unwarranted behavior or impulsivity. Here, parents and teachers can recognize attention deficit hyperactivity disorder if the child has a very large degree that hyperactivity that is greater than those of other children.

The diagnosis of attention deficit hyperactivity disorder consists of three types within Ireland. These types are inattentive type, hyperacuity type, and the combined type. Diagnoses from a healthcare professional typically takes roughly 6 months to a year to complete within Ireland. There are no lab tests currently available to identify ADHD. Diagnosis primarily revolves around information gathering from multiple sources including parents, teachers, coaches, and community members. In addition, other medical screenings are conducted...

…that both empowers and challenges them to exceed expectations. As detailed above, this includes leveraging an approach that empowers students with disabilities to better work and engage with one another. This engagement ultimately helps to develop both soft and hard skills in children with disabilities. From the soft skill perspective, the ability to properly communicate, understand, and reflect on information is critical for all students with disabilities. In addition, resources must be provided to these student population to allow them to learn at their own pace and with material that is of interest to them. When reflecting on my own experience, a holistic approach is also needed on the part of the academic institution to better provide an environment conducive to learning. This includes an approach the leverages the abilities of parents, students, principles, mental health professional, and the community at large. By combining this expertise, student with disabilities are better able to have a much more robust learning experience (Hallowell, 1994).

Here, the charity model and social medical model as currently espoused in Ireland are not applicable. Under the charity model, it is perceived that those with disabilities are unable to conduct themselves in society in a productive manner. While many charities offer vital support, much traditional fundraising emphasized the helplessness of people with disability. This ultimately undermines the productive compacity of those with ADHD. Here, this model also undermines their autonomy and independence as it relates to be productive in society. Instead, these models should be adopted to help improve outcomes for those suffering from ADHD. As nearly 1 in 4 children in Ireland have a disability, it is much more beneficial to discard the charity model and advocate for new paradigm that positive empowers those with disabilities.

Conclusion

To conclude those with ADHD should be empowered within the learning environment. The social media model and the charity model should be discarded to properly enable students with disorders to learn in an independent and autonomously. Likewise resources should be allocated to activities that allow students to better foster an innovative and collaborative environment within the classroom setting. These activities as discussed above include leaning stations, task cards, group work, and other empowering activities. Finally education professionals themselves must adapt the changing demands…