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Essay / Research Paper Abstract
This 2 page paper provides an overview of the use of comprehensive assessments for addressing the needs of children with ADHD and other learning problems. Bibliography lists 1 source.
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2 pages (~225 words per page)
File: MH11_MHAsseLe.rtf
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educational development. In recognizing the necessity for comprehensive assessments, it is beneficial to relate assessments to three particular conditions that impact learning: Attention Deficit Hyperactivity Disorder (ADHD), functional
learning disabilities, and mental retardation. An increasing number of children diagnosed with ADD/ADHD are receiving services in the public school setting.
Attention Deficit Hyperactivity Disorder (ADHD) is the most frequently diagnosed childhood behavior disorder (Kendall, 1997), and is commonly referred to through an assessment of specific behaviors. Though some
confusion exists regarding the differentiation between ADHD and learning disabilities, there is a clear diagnostic criteria, presented in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), provided
by the American Psychiatric Association, which is based on the medical/physiological causes of this condition. This diagnostic criteria distinguishes the diagnosed population of students as one requiring services from
Special Education, often resulting in a perpetuation of the condition in the educational setting. In fact, researchers have recognized that an increasing number of children with ADD/ADHD being served
in the Special Education setting may suggest that Special Education programming has become a scapegoat for traditional educators. Perhaps one of the most notable problems related to the
onset of ADD/ADHD is the sense that children with this condition demonstrate oppositional behaviors and are "out of control." This perspective often complicates the learning process, creating a distraction
from learning activities that is often viewed as problematic. Traditionally, educators struggled to address the needs of this population and set standards for assessments. In recent years, though, educators
have sought the help of Special Education departments to relieve their responsibilities to children with ADHD and an increasing number of children with ADHD are being served through self-contained classrooms
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