I would like to designate the next posts to some of the most
popular and sometimes most misunderstood learning disabilities among students
in our schools.
The first disorder I would like to address is not a learning
disability at all but it is still a challenge that affects many students and is
often tied to learning disabilities. It
is ADHD or Attention Deficit Hyperactivity Disorder.
Throughout history, ADHD has been known as many different
names as the condition was studied and more was known about it. Before ADHD had a name assigned to it,
physicians would diagnose patients as having a “minimal brain dysfunction.” In the 1950’s, the condition was named “hyperkinesis”;
the Latin word for “super active”. Those
with hyperkinesis were diagnosed as “hyperkinetic.” In the 80’s, the American Psychiatric
Association changed the name to Attention Deficit Disorder or ADD. A few years later, ADD was changed to ADHD to
include the “hyperactive” element. In
1994, the American Psychiatric Association recognized subcategories of ADHD to
included hyperactivity, attention disorder or both in the name. ADD, AD/HD and ADHD are all names for the
condition that are currently used and often interchanged in the United States.
(Hill)
The Learning Disability Association of America defines ADHD
as “a disorder that includes difficulty staying focused and paying attention,
difficulty controlling behavior and hyperactivity.” Numerous cases of scientific research show a direct
line connecting a student’s high stress or anxiety level and a potential ADHD
condition.
Unfortunately, it is estimated that over two million
children in the US struggle with ADHD. That
means that the average classroom of 25 students will have at least one student
struggling with ADHD.
There are three main subcategories of ADHD. The first being the hyperactive or impulsive
type where the person with the condition does impulsive things without thinking
of possible consequences or acts unintentionally. The second subcategory is the inattentive type
of ADHD where the person with the condition finds it hard to focus on specific
tasks for an extended period of time.
The third subcategory is a combination of the first two.
ADHD is a disorder and not a disease that can be tested for
and confirmed. A child’s behavior and
habits must be trended and observed by family, doctors and school officials in
order to diagnose the condition. Because
there is no easy “yes” or “no” answer or solution, ADHD is very controversial. Although it is hard to argue against, some
officials believe ADHD is a sign of poor parenting, it is a sign of a lazy
personality or a refusal of the condition because of the stigma attached to
mental disorders.
ADHD can also be confused for other conditions in children
such as Oppositional Defiant Disorder, Conduct Disorder and Generalized Anxiety
Disorder. It is estimated that 30 percent of children diagnosed with some form
of ADHD also suffer from one or more other learning disabilities.
Works Cited
"ADHD." Learning
Disabilities Association of America. N.p., n.d. Web. 31 Oct. 2015.
Hill, Beth Ann., and James Van
Haren. The AD/HD Book: Answers to Parents' Most Pressing Questions. New
York: Avery, 2005. Print.
