Abstract:

The COVID-19 pandemic has brought about significant changes in the way students receive support and assistance from the EIC (Empowerment and Insight center). Students with learning disabilities and/or ADHD are facing unique challenges in accessing the support systems they rely on. The shift towards distance learning has necessitated a policy change in the center's support system. The center has adapted its approach to provide assistance to students with learning disabilities and ADHD in the following ways:
- Open line policy for students: The center created an "open line" policy for students using all available technological means. This policy ensures that students can receive help and support emotionally, mentally and socially, when they need it, even when learning remotely.
- Adapting strategies for Executive Function: The center continued to provide full activity while adjusting strategies for Executive Function. This was conducted through distance learning workshops to ensure that students receive appropriate support while learning from home.
- Increasing student-to-student assistance: The center has increased guidance for mentor students, both individually and in groups. The rationale behind this is to promote mutual empowerment of the mentor and the mentee. By providing assistance to their peers, mentor students gain valuable experience, while also helping their peers.
- Providing guidance to lecturers: The center issued a position paper with tools and suggestions for improving distance teaching. The paper addresses the unique needs of students with learning disabilities and ADHD, ensuring that lecturers are aware of how to provide appropriate support.
In summary, the center has adapted its approach to provide appropriate support to students with learning disabilities and ADHD during the COVID-19 pandemic. These changes include providing guidance to lecturers, adapting strategies for Executive Function, implementing an open line policy for students, and increasing student-to-student assistance. These changes ensure that students continue to receive appropriate support while learning remotely.

Keywords:

ADHD, Learning Disabilities, Executive Function, COVID period.