Saturday 10 December 2016

Reform is vital if we want to end abuses of ADHD assessments

Thomas Byrne

Published 15/11/2016 | 02:30

'The NCSE has proposed a reformed system, whereby access to resource teaching would no longer rely upon a formal diagnosis of learning difficulty, emotional or behavioural problems.' (Stock image)
'The NCSE has proposed a reformed system, whereby access to resource teaching would no longer rely upon a formal diagnosis of learning difficulty, emotional or behavioural problems.' (Stock image)

If we accept what experts are saying, the way resources are allocated to students with learning difficulties has the potential to encourage the unnecessary labelling and possible over-diagnosis of behavioural disorders, such as ADHD in children from very early ages.

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It needs to be said from the outset that ADHD or other emotional/behavioural conditions mentioned are real and they cause real effects and deserve proper support.

Practitioners make a convincing case that the increase in diagnosis for ADHD is reflective of the true prevalence of the disorder, which is finally being recognised after being drastically underestimated.

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