Teachers can incorporate students with ADHD's interests in a constructive way that promotes creativity, motivation, and engagement. Teachers can navigate and use the multitude of crucial materials, such as the student's favorite content in classes and assignments, by incorporating it into their lessons. Teachers can make a student's special interest part of an Individualized Education Plan (IEP), which lays out specific objectives and strategies to be met by students, focused on that interest and strength (Jones et al., 2016). For example, a student who likes trains can use train-related reading or a math problem book to help them concentrate and feel involved. Every student can have different requirements due to their special interests and should be accommodated. Teachers can also acknowledge a student's passion and the diverse instructional methods useful to promote it (Grantham, C. 2025). Further, the ADHD student's creative side may benefit from schools where students have access to appropriate materials, including art supplies and computers. Classroom creativity can be nurtured by other students who have similar interests and group projects. It is also essential to recognize and accept the ADHD student's special way of thinking, which may lead to some creative methods and suggestions. Teachers can use these and other ideas to help students pay attention to school and learn the importance of creativity.
This discussion really caught my attention. However, the main focus is that teachers might find it challenging to adapt to each student’s interests, especially considering that there are many students in one class. Then, if accommodations are made specifically for just one student with ADHD, it could lead to social inequality.
What’s also interesting is: at what academic level would this adaptation be applied? Kindergarten? Elementary? Middle school or high school? Because each level presents different challenges. If this is focused on a special teacher (such as a shadow teacher), then perhaps there won’t be any conflict with other students. What’s even more interesting is whether teachers can adapt materials for students with ADHD and implement them for all non-ADHD students as well without offending or discriminating against others? Very thought-provoking
Joseph Ozigis Akomodi
Absolutely! To interlock the interest of ADHD students, educators can tap into their hyperfocus zones—areas where their attention becomes intense when genuinely interested. This means offering choice-based projects, integrating movement or hands-on activities, using gamified learning, and allowing creative expression through art, storytelling, or tech. The key is to connect the curriculum to their passions and give them room to explore in structured yet flexible ways.