Greater understanding of ADHD today has not translated to enlightened classrooms across America.
We’ve come a long way in our understanding and treatment of ADHD. Decades of well-executed studies have yielded a vast collection of articles that resulted in greater understanding of the developmental course of ADHD and the contemporary perception of ADHD as a lifespan condition.
Today, we understand the importance of studying the functional impact of ADHD, including the impediments it may represent, the strengths inherent in an ADHD profile, and the impact of the condition on daily living, social interactions, and academic or professional performance. Yet I am convinced that many of the gains made over the past 25 year have not found their way into the classroom.I am a clinician, teacher, consultant to schools, and writer.
“My child is in seventh grade. Despite a longstanding diagnosis of ADHD, his teachers refuse to believe he has this condition. They complain about his uncooperative behavior, implying that it’s due to poor parenting.”. I’ve had several in-service trainings on ADHD, but I’m not a special educator. I just don’t know what’s expected of me. And if I’m being really truthful, these kids aren’t learning much and I feel guilty every night.
“Our son has a poor memory, has the attention span of a butterfly, and is falling behind every year. He has a very poor self-concept and says he’s not doing well because he’s stupid.” “I think my child has ADHD , but the school says it’s a medical condition and they can’t diagnose it. I don’t know where to turn.”Despite the impressive gains we’ve made the past quarter of a century, too many kids are still not living up to their full potential. Too many dedicated teachers are struggling to make a positive difference in these kids’ lives, without the knowledge, the skill, or the resources to achieve that goal.
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