Academic Achievement Among children with ADHD in Inclusive Schools of Delhi: A Comparative Study of Reading and Vocabulary Performance

Abstract: This research investigates the academic performance patterns of children diagnosed with AttentionDeficit Hyperactivity Disorder (ADHD) within inclusive educational settings in Delhi, India. The study specifically examines gender-based differences in reading proficiency and vocabulary development among ADHD-diagnosed students in grades 7 and 8. While inclusive education has gained significant traction in India's educational landscape, limited research exists on the academic outcomes of ADHD students within these settings, particularly concerning gender-specific performance patterns. The investigation employed a quantitative research design with a purposively selected sample of 50 ADHD-diagnosed students from multiple inclusive schools in Delhi. Data collection utilized standardized diagnostic reading tools designed by Frances Triggs, Robert M. Bear, and George D. Spache, incorporating two primary assessment components: a general reading test (15-minute duration) and a vocabulary assessment (60 items, 10-minute duration). The reading assessment evaluated students' reading rate and comprehension of narrative material, while the vocabulary component assessed proficiency across general and subject-specific terminology in English, Mathematics, Science, and Social Studies. Analysis of the data revealed distinct gender-based performance patterns. Female participants demonstrated varied reading completion times, with 53.3% completing within 26 minutes, while 13.3% achieved faster completion rates of 18 minutes. In vocabulary assessment, female participants showed a normal distribution of scores, with a mean of 18.67 (SD = 7.53) out of a maximum possible score of 31. The majority of girls (46.7%) scored between 10-19 points, indicating moderate vocabulary proficiency levels. The findings suggest significant implications for educational practitioners and policymakers in inclusive education settings. The study highlights the need for gender-sensitive instructional approaches and intervention strategies tailored to address the specific challenges faced by ADHD students in different academic domains. This study's significance lies in its potential to inform educational policy, teaching methodologies, and resource allocation in inclusive education settings, particularly in the context of developing nations with similar educational challenges. The findings advocate for a more nuanced understanding of gender-specific learning patterns among ADHD students and the development of targeted interventions to enhance their academic achievement