The Role Of ADHD In Public Education

The public education system is designed with the average student in mind. The system is meant to take each child and educate him the same as the next child and the next. There is not consideration of the child’s learning styles and behaviors; the different child is simply expected to attune himself into the model of education set forth for everyone. However, more and more students are falling out of the fair to middling range; either being exceptional or classified as learning delayed and the public educational system is not designed to facilitate the successful education the below average student. One group of students that are in the learning delayed below average category and who often struggle with the regimented design of the education
How does a parent, the school, the teacher and or doctor handle the “different” way a child learns and behaves as a result of this condition? These are the types of questions asked in the beginning and often have a predetermined set of answers, unfortunately that is not helpful to the child. Often these entities may not work together and assume that the professional doctor has the best answer. step is that everyone must understand that each individual learns differently and each child’s ADHD symptoms manifest differently (Anja Taanila, et al., 2011). Children can be classified into different types of the condition, having attention issues, having hyperactive issues or having both. Attention Hyperactive and Impulsivity issues look like the inability to stay focused on a task, day dreaming, missing half the information because their brain in thinking of several things at one time, some cannot sit still bouncing around in their seat or tapping their foot while others act without thinking by saying or doing inappropriate things, yelling out or over reacting and most rarely finish projects they begin at home or school like homework. Some children can have some symptoms at certain times and other times show the opposite symptoms making a correct diagnosis difficult. That is the nature of the condition (Anja Taanila, et al., 2011). The ADHD child can focus for long periods of time on tasks they like or on tasks that are presented to them in their preferred format. An ADHD child may be able to concentrate on visual learning tasks but fail at simply reading the material. This is not an indication of the child’s ability to learn but how the ADHD allows the child to process the information. The basic generalized accommodations are not as helpful to a struggling ADHD child as the teacher may think. This predicament is evidenced by the fact that children with ADHD are more likely to fail