Ironically, measures like discussed in this article can actually make classes much harder for students with ADHD. Keeping on top of busy work, maintaining a tight schedule, etc. is not easy with executive functioning issues, and could lead to a student that actually did learn the material and performed well on exams receiving a bad final grade.
This may be more relevant to "twice exceptional" students that can still pick up on the material without following the whole class. There is certainly heterogeneity and I don't mean to speak for all ADHD students in what they would prefer. I just think it is funny your comment could be read as supporting either side of the debate without the parent context. And given the parent context I have to say I disagree.
Now whether the hand holding of attendance policies and weekly assignments and the like is better for the class on the whole I can't comment on. It's not an easy tradeoff and I don't think the decision should be made primarily based on how people with ADHD perform, unless you are teaching a class where it is disproportionately represented.
This may be more relevant to "twice exceptional" students that can still pick up on the material without following the whole class. There is certainly heterogeneity and I don't mean to speak for all ADHD students in what they would prefer. I just think it is funny your comment could be read as supporting either side of the debate without the parent context. And given the parent context I have to say I disagree.
Now whether the hand holding of attendance policies and weekly assignments and the like is better for the class on the whole I can't comment on. It's not an easy tradeoff and I don't think the decision should be made primarily based on how people with ADHD perform, unless you are teaching a class where it is disproportionately represented.