Summary

ADHD is not an easy disability to diagnose. Not everyone who is overly hyperactive, inattentive, or impulsive has ADHD. There is a lot of testing, observations in class and at home for behavioural issues, as well as interviews between child, parent/career, teacher, specialists (paediatrician, child psychologist, child psychiatrist, paediatric neurologist, or social worker) and also any learning or cognitive difficulties.

It is so important that the diagnosis is made on the observations of behaviours and symptoms that occur in more than one setting. Often the diagnosis includes treatments of drugs and has a huge impact on the student and the intermediate family.
Pierangelo and Giuliani agrees on the importance of a correct and thorough diagnosis as there has been a recent increase on children being diagnosed with ADHD due to an increase of public awareness. Pierangelo and Giuliani make it clear that the following must be true:

• “ there must be clear evidence of significant difficulty in two or more settings (e.g., at home, in school, with peers, or at work).
• Symptoms of inattention, hyperactivity or impulsivity must be present at least six months.
• Some of these symptoms have to cause problems before age seven.
• The symptoms have to be developmentally inappropriate.” (2008, P. 32).

They also go on to say that no laboratory test exists to determine if a child has this disorder. Nor can it be diagnosed by urinalysis, blood test, CAT scan or an MRI (2008, P. 34).

Once a student has been formally diagnosed the teacher then needs to start planning strategies for behaviour management, social skills, cognitive techniques, writing an Individual Learning Plan (ILP) and using positive teaching techniques to support, grow and educate the student.

Bender, W discusses the role of the teacher when teaching social skill strategies that include students with ADHD working in groups, with a responsible role such as a group leader or even a teacher assistant. The teacher must model appropriate social behaviour, assist in developing friendships by pairing the student with other students who model the appropriate behaviour, reinforce positive behaviour and teach the student social interaction skills like appropriate manners, friendly and uplifting words (1997 P. 130). These strategies can be used both in the classroom and in the home/community. Bender, W encourages a parenting training program to be run over a ten week period where the parents who have children with ADHD are able to learn strategies to help implement behavioural management plans. These plans include positive parental attention to appropriate behaviours, timeout procedures and coping skills for both the child and the parent (1997, P. 131-133). Not only did the parents learn great strategies but they also benefit from being able to socialise with other parents going through the same thing.

For the first part of my research I am so confronted as to how hard it is to diagnoses a student and how difficult it is for the student. The student does not want to be having outbreaks and does not understand why they are unable to concentrate as there are so many things that are going on in their head. It also must be difficult as a teacher to manage students with ADHD as you want was is best for all your students. I am looking forward to learning about strategies for the classroom in regards to what you can do or offer the student to help them to be an active participant in the classroom and to be able to offer an inclusive environment.

I often thought to myself that, that child really needs a good smack and what are the parents doing to discipline that child? I enjoyed looking at the website living with ADHD especially the following quote “Attention Deficit Hyperactivity Disorder - or ADHD - is a real, and manageable, medical condition that affects millions of children and adolescents. ADHD is not a discipline problem - and definitely not a myth” (Retrieved July 05 2010). This is defiantly how I now feel.

Reference list

Pierangelo, R. Giuliani, G. (2008) Classroom Management Techniques for Students with ADHD. United States, America, Corwin press.
Bender, W. (1997). Understanding ADHD A Practical Guide for Teachers and Parents. United States, America, Prentice-Hall Inc.
About Attention Deficit Hyperactivity Disorder (ADHD) Retrieved July 5, 2010, form http://www.livingwithadhd.com.au/about/default.aspx.