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Providing an Appropriate Education to Children with Attention Deficit Disorder. CHILDREN WITH ADD It is estimated that children with ADD constitute 3% to 5% of the current school-age population, which would represent 1.35 to 2.25 million children. Most experts agree that ADD is a neurobiological disorder that can have multiple causes. Research indicates that children with ADD are likely to have a biological relative with ADD. In addition, evidence also suggests that neurologic, neurochemical or, in some cases, toxic factors may be involved. Other factors such as medical conditions, medication side effects, familial functioning, or environmental conditions may exacerbate an existing disorder or contribute to the development of ADD-like problems in some children (Parker, 1992). DIAGNOSIS As with all other disabling conditions, evaluation of children suspected of having ADD should be a multistep, multidisciplinary procedure. First the assessment should determine whether a child meets criteria for diagnosis of ADD; then, further assessment should determine the degree to which the child's educational performance is adversely affected. This information will help determine what types of educational services are necessary to assist the student. The first step requires gathering information about the child from a number of sources and in a variety of ways. Medical information; parent or guardian descriptions of the child's physical, mental, social, and emotional development; school information; descriptions of social behavior and classroom adjustment; and assessment of the child's cognitive functioning are essential to making an accurate diagnosis. Because the behavior of children thought to have ADD can vary widely in different situations and environments, experts recommend obtaining information from many sources, and observing the child in different settings and at different times. Evaluations of children suspected of having ADD often include rating scales completed by parents and teachers. SCHOOL RESPONSIBILITIES Schools must provide appropriate educational services to students who have been identified as having ADD. In September 1991, the Department of Education issued a policy clarification on the topic of children with attention deficit disorder (Davila, Williams, & MacDonalt, 1991). The memorandum was intended to clarify state and local responsibility under federal law for meeting the needs of children with ADD in the educational system as a whole. The responsibility for meeting the educational needs of children with ADD rests with the entire educational system, not just with particular sectors. Thus, if the needs of these children are to be fully met in the schools (whether through general or special education programs), increased coordination, collaboration, and consultation will have to occur among regular educators, special educators, administrators, and related services personnel. The report recognizes that: - regular classroom teachers are important in identifying appropriate educational adaptations and interventions for many children with ADD.
- State and local districts should take the necessary steps to promote coordination between special education and regular education programs.
- Regular education teachers and other personnel need training to develop a greater awareness of children with ADD and of adaptations that can be implemented in regular education programs to address the instructional needs of these children.
Children who are experiencing educational difficulties, whether from ADD or some other cause, often fail to receive any assistance until after difficulties, such as distractibility, disorganization, or inability to complete assignments on time, have caused them to fall significantly behind their classmates. By the time children have experienced such failure, they generally have already lost a great deal of academic ground. In addition, school failure may contribute to, or worsen, a student's feelings of low self-esteem, depression, or anxiety.
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