Contemporary students with learning-disabilities such as ADD/ADHD are continuously perceived as incompetent to adapt in an ordinary classroom setting with other students without learning-disabilities. Consequently, many students with learning disabilities are placed in classrooms that are designated only for students with learning disabilities. It is because of this classroom placement problem that many learning-impaired students are doing worse academically and socially in a non-inclusive setting than in an inclusive one. A non-inclusive setting is when students with learning-impairments like ADD/ADHD are placed in a “special class” with other learning-impairment students. However, ADD/ADHD students that are placed in an inclusive setting are seated in the same classroom with students who do not have ADD/ADHD. ADD/ADHD students receiving special support in regular classes succeed academically and socially more often than ADD/ADHD students in special classes.
The variables that affect the academic progress of a learning impaired student with ADD/ADHD in an inclusive or non-inclusive setting include parental relationship, student’s mental level, and gender. Parental relationship has an effect on a student with ADD/ADHD in either classroom setting. For example, an unstable marriage or divorce has negative effects on the student academically.
For example, death in the family has negative effects on the student socially. An ADD/ADHD student that is affected by a death in the family may be unable to cope with the loss of their loved one and results in a higher risk of depression for the student. In conjunction with depression, students tend to lead a life of solitude away from their peers, therefore, affecting them socially. In addition, divorce along with separation has negative effects on the student academically. A student in either class setting with divorced parents affects the student immensely in their studies. The ADD/ADHD student results indicate a decreasing trend in their grades from a group of fifty five students, thus affecting them academically.
The second and third variable that affects the academic and social progress of an ADD/ADHD student in either class setting is mental level and gender. Mentally, a student that is affected from learning-impairments is usually struggling socially. The different trends seen in a group of sixty-seven learning-impaired students with ADD/ADHD are affected socially twenty-three percent of the time in either classroom setting. Moreover, the last variable that affects the ADD/ADHD student in either classroom setting is gender. The gender of the student affects the student academically. According to research, female students with ADD/ADHD do better than male students with ADD/ADHD.
The effects of inclusion have different outcomes from the effects of non-inclusion. Over time the positive effects of inclusion affect the ADD/ADHD student socially and academically. The learning impaired student is...