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ERIC Number: EJ1021778
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1360-3116
Deaf Children and Children with ADHD in the Inclusive Classroom: Working Memory Matters
Cockcroft, Kate; Dhana-Dullabh, Hansini
International Journal of Inclusive Education, v17 n10 p1023-1039 2013
This study compared the working memory functioning of deaf children, children with ADHD and typically developing children. Working memory is involved in the storage and mental manipulation of information during classroom learning activities that are crucial for the acquisition of complex skills and knowledge. Thus, it is important to determine how these groups compare in this regard as this has implications for teaching them together in an inclusive classroom. Simple and complex visuo-spatial and verbal working memory were assessed in 24 children with ADHD and 20 control children with no diagnosed ADHD, to determine whether any differences existed between these groups. A second comparison occurred between the simple and complex visuo-spatial working memory of the latter two groups, as well as 24 deaf children, all matched on age, gender and home language. The control group scored significantly higher than the deaf children and the children with ADHD on all components of simple and complex working memory. The implications of this finding are that children with ADHD and deaf children may share similar working memory profiles, making it easier to accommodate both sets of children together in the inclusive classroom. Suggestions are given for how educators could assist these children by reducing the demands on working memory.
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Publication Type: Reports - Research; Journal Articles
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Conners Rating Scales; Conners Teacher Rating Scale; Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A