Beyond Labels: Understanding the Needs of a Student with Attention Deficit Hyperactivity Disorder and Intellectual Disability

Inclusive education seeks to offer equal opportunities for learning among all students, including students with special needs. Students with Attention Deficit Hyperactivity Disorder (ADHD) and Intellectual Disability (ID), though, frequently face academic and social issues that make their learning experience more difficult. Even though there have been prior studies examining such challenges, a need still exists to understand the effect of specialized interventions and collaboration on their success in an inclusive classroom environment. This study discusses the experiences, strengths, and difficulties of a 13-year-old male student diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Intellectual Disability (ID) in an inclusive school setting. Through a qualitative case study, in-depth interviews were conducted with the parents, resource room adviser, and subject teachers to understand his academic and social development. Findings show that the student’s experiences and major challenges in reading comprehension, Mathematics, and sustaining attention tend to result in frustration and disengagement. Socially, he experiences challenges with peer relationships and communication, impacting his confidence and sense of belonging. Nevertheless, the study also identifies his capacity to excel when given structured tasks, hands-on activities, and positive reinforcement. Therefore, appropriate interventions, such as individual instruction, classroom accommodation, and behavior support, were the most salient factors cited for improving the students' educational experience. Mutual coordination among the teachers, parents, and support staff has an important bearing in providing the student with an appropriate and coherent education environment. The study highlights the significance of inclusive practice, including Universal Design for Learning (UDL), strength-based practice, and teacher professional development, to enhance the support for students with dual diagnoses. Finally, suggestions include enhancing teacher training, home-school collaboration, and the use of individualized interventions to ensure academic and social achievement.