INNOVATIVE USE OF MULTIMODAL TOOLS FOR READING PROFICIENCY AMONG STUDENTS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER

Abstract

Generally, many children of school age experience challenges with concentration, sitting still, and following directions in class. Children with Attention Deficit Hyperactive Disorder (ADHD) tend to exhibit these challenges in more outrageous manners. These tendencies can be more frequent with them and tend to have a significant impact on their learning abilities. Regrettably, this situation is yet to receive adequate attention, as many of the children involved are not identified and accorded the necessary learning environments. However, researches abound that buttress the efficacy of the use of multimodal tools in the classroom for effective language/cognitive development of children with ADHD. This study therefore, focuses on investigating the extent to which visual supports can impact on the reading proficiency of students with ADHD, particularly by aiding in attention, organization, and task completion, as visual cues can provide a concrete reference point for such children. The study adopted a quasi-experimental design. A sample size of twenty-eight out of four hundred students diagnosed with ADHD formed the population of the study. A randomized controlled design was employed, with the treatment group receiving visual support through the use of multimodal tools and the control group receiving traditional instructions. Descriptive statistical mean and simple percentages were used to interpret the results, which showed that the students in the treatment group demonstrated a significant proficiency in the reading and comprehension tasks. This suggested the valuable contribution of multimodal tools for students with ADHD. The study recommended innovations in the classrooms for the inclusivity of children with ADHD.