Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582925
Title: The 7Ms pedagogy model : instructional design for learners with Attention-Deficit Hyperactivity Disorder
Author: Sajadi, Samira Sadat
Awarding Body: Brunel University
Current Institution: Brunel University
Date of Award: 2013
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Abstract:
This study presents a new framework for designing pedagogy in an informed and controlled way. It considers the importance of progression of pedagogy during a learning episode, so that an instructor can modify the pedagogical approach as well as the content in a lesson. The significance and novelty of this research lie in the proposals to provide support for ADHD learners and assist them to overcome their academic weaknesses/challenges through appropriate pedagogically sound interventions. Therefore, in order to contribute to the development of a suitable pedagogical approach for children who diagnosed with ADHD, issues of having ADHD are discussed within the scope of the research. In this respect, an aetiological model of ADHD has been developed to identify different levels of impairments as well as to clarify areas in which educational pedagogies must address the limitations of ADHD learners. Early stage results described here consider evidence to determine the viability of two literature-based models, named the ‘6Ms pedagogy model’ and the ‘aetiological model of ADHD’. In identifying the need to explore an accurate pedagogical model for ADHD children, two models have been evaluated. The analysis is based on a combination of secondary analysis, qualitative, and quantitative data analysis, which covered data, collected from expert advice, including that from professionals, coaches, and teachers and from those involved in the education of learners with ADHD and parents. Evidence from findings on ADHD is married to a new model of pedagogy named the ‘7Ms pedagogy model’. The ADHD pedagogical model is then evaluated by SEN teachers serves to facilitate well-informed and targeted design decisions about pedagogy, which could provide children with support and help them overcome academic limitations. Keywords: Attention Deficit-Hyperactivity Disorder; 6Ms Pedagogy Model; 7Ms Pedagogy Model; learning theories; aetiological model; typically developing learners (TDLs); and special educational needs (SEN).
Supervisor: Khan, T. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.582925  DOI: Not available
Keywords: Aetilogical model of ADHD ; Special educational needs (SEN) ; Typically developing learners (TDLs) ; Executive function (EF) ; Mindset perspective
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