How Can a Child with ADHD Be Supported And Included In School Education

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Perhaps the most striking omission of school-based treatment outcome research for students with ADHD has been the examination of teacher factors that may have a significant bearing upon outcome. As a result, the conceptualization of ADHD and its treatment is incomplete…

Introduction

Potential teacher factors which might be important to consider in such compatibility equations are discussed, along with the implications of these variables for school-based assessment and intervention processes and future research.
A substantial literature on children with attention deficit/hyperactivity disorder (ADHD) has accumulated over the past 2 decades. An impressive portion of this literature has addressed the difficulties students with ADHD experience in school classrooms and the efficacy of interventions to minimize these difficulties. Medication and behaviour management procedures remain the two most commonly employed school-based interventions for children with ADHD (Rapport, 1992, 155-163). Due to well-documented limitations associated with both strategies, some combination of the two is generally accepted as the optimal approach to treatment. Nevertheless, an increasingly common finding in studies which examine the efficacy of such a combined approach to treatment is the considerable variability in treatment response among individual students (Pelham, 1993). ...
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