Using distance learning electronic tools within the class to engage ADHD students: A key to inclusion?

Abstract

Research increasingly emphasizes the possible development and benefits of technological use in distance learning. Electronic distance learning tools however may have a very different educational use than the one they were originally conceived to meet. With attention deficit disorder being increasingly diagnosed in secondary students and inclusion policy dictating a differentiated teaching approach with the mainstream classroom, these distance learning tools may enable mainstream classroom teachers to address attention issues while they maintain regular curriculum delivery with other students. This article will review existing literature on distance learning tools and differentiated teaching suitable to ADHD students and assess whether an eco-systemic match between the classroom needs of these students and the potential of these electronic tools may be possible and may have escaped pedagogical theory to date.