As the Irish post-primary landscape evolves, the weight of assessment is shifting from "the big day" in June toward Continuous Based Assessments (CBAs) and Additional Assessment Components (AACs). While this reduces the pressure of a single exam, the demand for sustained focus, organization, and long-term planning can be particularly taxing for students with ADHD.

This CPD session dives into the "ADHD brain" at the post-primary level, exploring why traditional project management often fails these learners. We will move beyond theory to provide practical, high-impact strategies for scaffolding large tasks, managing deadlines without the "dopamine crash," and ensuring students can demonstrate their true potential in both continuous and terminal assessments.

Learning Objectives

By the end of this professional development session, participants will be able to:

• Deconstruct the Executive Function Barrier: Identify how core ADHD traits—such as time blindness, emotional regulation, and working memory deficits—specifically impact a student’s ability to engage with multi-stage Irish curriculum assessments (e.g., CBAs and LC Projects).

• Implement Visual Scaffolding & "Chunking" Frameworks: Apply practical tools to break down expansive AAC briefs into "micro-deliverables," using visual timelines and checklists that provide the immediate feedback loops necessary for ADHD engagement.

• Facilitate Self-Regulation in Independent Learning: Design a classroom environment and "check-in" system that supports students in managing the transition from teacher-led instruction to the independent research and production phases of continuous assessment.
  

Facilitated by Clare, Navan and Tralee Education Centre