Attention Deficit Disorder
Attention Deficit Disorder (ADD) as a Learning DisabilityReggie Taylor, 13, behaved badly in school. He had trouble sitting still, and he was disruptive in class-not because he overtly caused any problems or was disrespectful to his teachers, but because he nearly continually rustled papers and squirmed in his seat. Teachers wanted to him to undergo psychological testing in order to get him into special education classes and his parents agreed so that any psychological problem could be ruled out. Reggie had a 90-minute bus trip to school, which separated from his neighborhood friends, and what he really wanted was to be in school with them, as he had been since elementary school.The results of the testing yielded the conclusion that Reggie suffered from attention deficit hyperactivity disorder (ADHD). "The school recommended special education classes, with a modified curriculum. The Tatums disagreed and transferred Reggie to a school in their community" (Hill, 1998; p. C01). Now, two years later, he's a thriving high school junior, on the honor roll as he had been in elementary school. His mother said, "His turnaround has been amazing. At first I thought they just misdiagnosed him. Then I thought it could be that he
In defense of schools' sensitivity to the possibility of the presence of ADD, however, several researchers have reported that the very nature of the disorder leads to confusion in diagnosing it. A learning disability doesn't disfigure or leave visible signs that would invite others to be understanding or offer support. These limitations can show up in many ways--as specific difficulties with spoken and written language, coordination, self-control, or attention. Far removed from classroom management and funding issues, the truly learning disabled are doubly affected: "Unlike other disabilities, such as paralysis or blindness, a learning disability (LD) is a hidden handicap. Because of the diverse manifestations it can yield, teachers and psychologists alike often have been at a loss as to exactly how to classify some children. When I went to school we didn't have any LD kids; we didn't have any ADD kids. Those less charitable maintain that schools want as many children as possible to be labeled with some sort of disorder-state and federal funding received for those children is nearly twice that of those remaining in the standard classroom. The tendency to go for the funding and to label as many children as possible detracts from teaching those children who truly are afflicted with ADD. Today's teacher is often caught in an administrative nightmare. Those ADD children with the hyperactivity factor appear to be more impulsive but less anxious than do those without it (Morgan, Hynd, Riccio and Hall, 1996). " To their credit, however, the same researchers stress that determination also must be made on possible reasons for the child's inattention to work, whether they arise from family stresses, communications problems or just plain boredom with either the work or classroom presentation.
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Acceptance Essays
