Prompts:
- Check out one or more of the resources on ADHD in the Resources tab. Comment here to share a response to the particular resource(s) and extend the discussion.
- And/or review our notes from Week Two and craft a response to something within the notes that sparks your interest.
- And/or take one or more of the guiding questions from our second meeting (see below) and write a comment in response.
- And/or add responses to other comments posted here.
- And/or share and comment on a resource not posted within our resources page. Please only share links and not PDFs.
All comments will post on the Home page and also within the Discussion tab.
Guiding Questions for Discussion:
- What language do we use (or should we use) to talk about neurodiversity?
- What language do we use (or should we use) to talk specifically about ADHD?
- Is ADHD a superpower?
- What have you noticed about our UNE students with ADHD? What has concerned you? What successes have you seen?
Reflecting on Dave’s experience:
- Dave says he no longer is “in constant conflict with this invisible thing.” How can we help students embrace their challenges as only a PIECE of who they are?
- How could you find ways to capitalize on the strengths of students like Dave and work around their weaknesses?
- Dave has found a nontraditional organizational system that works for him. What can you do to help students organically find systems they can “own” with regard to schoolwork? Can you find a way to be an effective “co-pilot” or to provide another person who can play that role with students who struggle with organization?
- Dave’s dad says his son’s desire to do something with his life led him back to a productive path. Do you think this is a universal desire? If so, how can teachers help students feel they’re on that path even when faced with daily challenges in school?
- How did Dave’s story help you think about the relationship between neurodivergence and substance abuse / homelessness / resilience / family relationships?
- What other questions or thoughts does Dave’s story raise for you?
- Have you worked with students at UNE who have similar stories to Dave’s?
I highly recommend this video created at Landmark College–it simulates the experience of a student with ADHD. It also includes the reaction of a tutor attempting to work with the student.
ADHD: A Stressful Simulation
https://www.landmark.edu/research-training/blog/a-stressful-simulation-trying-to-study-in-a-noisy-environment
I recently discovered another film about neurodiversity that’s available through Kanopy, a streaming service for independent films and documentaries–it partners with public and university libraries. UNE has a subscription to Kanopy, and you can find it under “Databases” on the library website. The film is called Read Me Differently, and it tells the story of Sarah Entine, diagnosed with dyslexia and ADHD, and the communication challenges faced by three generations of women in her family. As it turns out, both Sarah’s mother and grandmother are neurodivergent thinkers. The audience learns about Sarah’s academic challenges as well as her struggles simply to “be” in the world. I found it very touching, especially the relationships between mothers and daughters across the three generations. Sarah’s sister and their father are also interviewed in the film and provide insight into Sarah’s life.
The film, Read Me Differently, has a website, which includes a downloadable viewing guide:
https://www.readmedifferently.com/