Educational Implications
Symptoms of ADHD can cause severe problems in academic and social functioning, The main symptom of ADHD is the inability to pay attention. Students may have trouble listening to a speaker, following directions, finishing tasks, or keeping track of personal items. They may daydream often and make careless mistakes. The lack of ability to attend hinders success in activities that require sustained concentration.
Individuals with ADHD may have trouble making and keeping friends. Their impulsive actions create challenges when working in partners or small groups. Often their classmates become frustrated by their behaviors which may impair them socially. These setbacks can lead to low self-esteem and risky behaviors.
Individuals with ADHD are at risk for academic underachievement, failure, retention, suspension, and expulsion and may suffer negative social outcomes (Barkley, 1988). When Public Law 94-142 was passed in 1975, it did not include hyperactivity, ADD, or ADHD in its description of learning or behavioral disorders eligible for mandated special education services. Lobbying efforts resulted in getting the U.S. Department of Education to reinterpret PL 94-142 - and its 1990 reauthorization as IDEA - to include children with ADHD under the category of “Other Health Impaired” because of the challenges in alertness and attention. If the ADHD results in significant impairment in academic performance, children with ADHD may be considered eligible for services. (Barkley, 2006)
If an individual with ADHD does not qualify for services under IDEA, it is possible that he may qualify for services or accommodations under Section 504 of the Rehabilitation Act of 1973. This civil rights law requires that students with disabilities be provided with a free and appropriate public education (FAPE). If the child is eligible under Section 504, the school district must develop a Section 504 plan. This plan includes accommodations/adaptations that are designed to meet the child's educational needs.
