JDAIM talk: The hidden strengths of ADHD

Unmotivated. Disruptive. These are labels often used to describe kids with attention deficit/hyperactivity disorder (ADHD). Yet according to France Brat, co-founder of the EDYKA educational organization, this negates their hidden talents.

On February 16, the Jewish Public Library hosted the first of a series of hybrid talks on neurodiversity called “Thriving with ADHD: Unlocking Strengths and Abilities,” in honour of Jewish Disabilities Awareness, Acceptance and Inclusion Month (JDAIM). The audience was made up of parents and educators who wanted to learn practical strategies to better help students reach their potential.

“This talk is part of our ongoing commitment to neurodiversity and inclusivity,” said library director of programming, Yael Goutard. “Thank you for being part of the change.”

EDYKA is a charitable organization focused on providing easy-to-apply resources for educators and parents. Using a variety of tips and tools, its mission is to “promote the development and academic success of young people with neurodivergent profiles.”

In the introductory video shown, one per-son shared, “For me, having ADHD is like watching TV, listening to music and talking to someone all at the same time. It’s hard to know what to pay attention to.”

Since its launch in 2022, EDYKA has raised awareness about neurodiversity in close to 50 schools across Quebec, sharing techniques that can be adopted both at home and in school. In addition to fostering empathy and creative solutions, they also provide schools with free neurosensory kits funded through sponsorships, including Telus, Desjardins and The Rossy Foundation. Inside, are bands to attach to chairs to rest feet on, portable bike pedals, fidget toys, timers and other concentration enhancing tools.

EDYKA promotes simple yet impactful adaptations. Examples include placing easily distracted students near the front of the class as opposed to next to windows, which may be tempting to look out of; breaking tasks into manageable chunks or accompanying verbal instructions with visual ones. These simple changes can lead to beneficial outcomes for everyone in the classroom.

Apps and self-monitoring programs are other effective means for setting goals and tracking progress, said Brat. She endorses the speech to text option as “often, their minds work faster than their hands can write, so this can help with fewer gaps in attention.”

As promoted in their video, “Human Neurodiversity Should Be Celebrated, Not Treated as [a] Disorder,” EDYKA highlights the strengths of ADHD. The organization believes that ADHD’s signature energy and creativity can be invaluable assets in both school and in the workplace and that recognizing these strengths can help individuals with ADHD reach their potential.