Reform is vital if we want to end abuses of ADHD assessments
Published 15/11/2016 | 02:30
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.
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.