Deaf children and children with ADHD in the inclusive classroom: working memory matters

Abstract

This study compared the working memory functioning of deaf children, children with ADHD and typically developing children. Working memory is involved in the storage and mental manipulation of information during classroom learning activities that are crucial for the acquisition of complex skills and knowledge. Thus, it is important to determine how these groups compare in this regard as this has implications for teaching them together in an inclusive classroom. Simple and complex visuo-spatial and verbal working memory were assessed in 24 children with ADHD and 20 control children with no diagnosed ADHD, to determine whether any differences existed between these groups. A second comparison occurred between the simple and complex visuo-spatial working memory of the latter two groups, as well as 24 deaf children, all matched on age, gender and home language. The control group scored significantly higher than the deaf children and the children with ADHD on all components of simple and complex working memory. The implications of this finding are that children with ADHD and deaf children may share similar working memory profiles, making it easier to accommodate both sets of children together in the inclusive classroom. Suggestions are given for how educators could assist these children by reducing the demands on working memory.

Keywords:

• deaf
• attention-deficit/hyperactivity disorder
• inclusion
• working memory

Acknowledgements

This study was financially supported by funds from the Strategic Planning and Allocation of Resources Committee, Faculty of Humanities, University of the Witwatersrand. The authors gratefully acknowledge the assistance of Karen Allsopp in helping with assessing the ADHD children.

Notes

The term ‘deaf’ is used here to refer to the full range of hearing loss.