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1 Informative Synthesis Essay Irina Roshdy Educational Leadership Department, Lamar University SPED_5103_X31_13 Survey of Exceptional Learners Dr. J Darrel Mohr November 24, 2023 Attention Deficit-Hyperactivity Disorder

2 Explanation of Topic Research for the Attention Deficit Hyperactivity Disorder is rapidly developing in special education field. As special educators our job is to make sure that we learn, understand, and adapt to any changes in the field we work in. According to Friend 2018, ADHD is not a disability directly addressed by the Individuals with Disabilities Education Act (IDEA). There is no disability under IDEA that is called ADHD. In fact, many students with ADHD are served through section 504 of the Vocational Act of 1973. However, some students are served in special education with Other Health Impairment (OHI) qualification. ADHD is not a rare disorder; according to Ramsey (2010), it affects 3-7 percent of school- aged children in the U.S. ADHD is one of the disorders that are often comorbid with specific learning disability and emotional disturbance. Attention deficit–hyperactivity disorder (ADHD) is considered a distinct psychiatric disorder not explained as another mental disorder (e.g., schizophrenia), although it may exist concurrently with other disorders, such as autism. Individuals with ADHD display multiple symptoms across two or more settings; the symptoms began occurring prior to 12 years of age; and the disorder negatively affects social, emotional, or academic functioning. According to Marilyn Friend in, Special Education: Contemporary Perspectives for School Professionals, The definition of ADHD is clarified through a listing of the diagnostic criteria used to determine whether a child has ADHD. These include 3 following types:

3 Predominantly inattentive type, predominantly hyperactive -impulsive type, combined type. In Predominantly inattentive type , students show a primary symptom -inattention. Those students are often unorganized, forgetful, may skip important parts of an assignment, may appear to be daydreaming during instruction. In Hyperactive-Impulsive type , students show a combination of hyperactivity and impulsivity. They show a lot of moving around and act before thinking, they may talk a lot on and off subject, run instead of walking. In Combined type , students show both inattention and hyperactivity and impulsivity. In order to combat any functioning or academic deficits in the classroom, as educators we need to understand types of ADHD and identify classroom strategies that can help reinforce success. ADHD is so variant between student to student, that no student is the same. As teachers we must learn how to differentiate and make sure that we choose the right strategy to make sure student success. Researchers from the National institute of Mental Health suggest that children with ADHD can be successful with a combination of therapy and medication. Many parents, however, decide not to medicate their child because of known side effects, for example sleep problems, irritability, headaches, decreased appetite. So is there a way to make sure that a student with ADHD is successful with little to no invasive treatment? Identifying ADHD is not a simple process. Sometimes it takes too long, and a child does not get any accommodation to be successful in the class. Even if the teacher notices some characteristics through classroom experience, we can not share it with parents. Teacher cannot diagnose a child with ADHD even if he sees a clear symptom. As explained by Friend (2018): "In fact, educators are explicitly prohibited from directly or indirectly telling

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