Attention Deficit Hyperactivity Disorder (ADHD) and Inclusive Practices

Abstract: Today, Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed behavioral disorder of childhood. The purpose of this paper is to explore about ADHD, determine the reason of causing it as a critical issue in the inclusive practice and find solution and strategies to help educators and parents to overcome this issue. In my analysis, I discovered the obstacles included the limited of ongoing knowledge and awareness of parents and educators to handle and respond to the children with ADHD. Based on the finding, this paper outlines some supported treatment interventions and practical solution for the children with ADHD to support the teachers and parents to implement in an early childhood setting.

Introduction: Attention deficit hyperactivity disorder (ADHD) is a most common neurobehavioral disorder of childhood and can persist through adolescences and into adulthood. Although this issue has been identify by people years ago, however, there are still some unnoticed reasons causing the failure of strategies and methods to resolve this issue. So, in this paper, I explore about ADHD, determine the reason of causing it as a critical issue and followed by providing some useful strategies and recommendations to help the educators and parents to overcome this matter.

Attention Deficit Hyperactivity Disorder (ADHD) Attention Deficit Hyperactivity Disorder (ADHD) is a long- term condition which affects learning and behaviour right through the school years. Besides that, ADHD also a
developmental disorder characterized by distractibility, hyperactivity, impulsive behaviours, and the inability to remain focused on tasks or activities (Encyclopaedia of Mental Disorder,

n.d.). About 60 to 70 per cent of these children will carry some of their ADHD with them into adulthood (Green and Chee, 2001). The symptoms include difficulty staying focused and paying attention, difficulty controlling behaviour, and hyperactivity (over-activity). These symptoms can make it difficult for a child with ADHD to succeed in school, get along with other children or adults, or finish tasks at home (National Institute of Mental Health, 2012).

Causes of ADHD: The researchers are not sure what causes ADHD, although many studies suggest that genes play a large role. The proponents of the social construct theory of ADHD believe that this is no disorder and that the behaviour in children with ADHD is not at all abnormal. Like many other illnesses, ADHD probably results from a combination of genetic and environmental factors (Fowler, 2004). Research has shows that attention disorders tend to run in families. Therefore, the children who have ADHD usually have at least one close relative who also has ADHD. As for the environmental factors, studies suggest a potential link between cigarette smoking and alcohol use during pregnancy and ADHD in children. In addition, pre-schoolers who are exposed to high levels of lead, which can sometimes be found in plumbing fixtures or paint in old buildings, have a higher risk of developing ADHD (National Institute of Mental Health, 2012). There are several other possible causes such as brain injuries, sugar, food allergies and others. However, it should be noted that most of these other possible causes have not been scientifically proved.

Attention Deficit Hyperactive Disorder (ADHD) as a critical issue in Australia: Attention Deficit Hyperactive Disorder affects more than 50,000 Australian children in varying degrees of severity. In Australia, the National Survey of Mental Health and Wellbeing reported that 11% of children and adolescents fulfilled the criteria for ADHD (Virtual Medical Centre, 2013). Besides that, there has been an increase in the reported number of children with ADHD in the past decade, and the prescription of stimulant medication to treat the condition has also increased. According to Centre for Disease Control and Prevention (CDC) (2011), the rate of parent-reported ADHD diagnosis among children 4-17 years of age increased by 22% between 2003 and 2007, from 7.8% to 9.5%. The studies also indicate that boys are more likely to be diagnosed with the disorder as compared to girls. On the other hand, children with ADHD are more likely to have problems in school, have strained family and peer relationships, and suffer more injuries than children without ADHD. Due to the statistic, ADHD has become one of the critical issues in early childhood profession which need to be addressed for immediate support.

The reasons of proposed strategies to address ADHD not been successful in Early Years Inclusive Practice. Attention Deficit Hyperactivity Disorder (ADHD) is not newly discovered issue: it was first described since so many years ago, and the beneficial effects of stimulant medication have been well known for over half a century. Furthermore, there are plentiful of accessible services and some non- profit organization such as Children and Adults with AttentionDeficit/Hyperactivity Disorder (CHADD) which provide education, advocacy and support for individual with ADHD in Australia. However, the Commonwealth of Australia (1997) claimed that there is still a level of unmet demand and progress for services funded under Commonwealth/ State Disability Agreement (CSDA). Some of the reasons over this matter included the person did not consider their need important enough, the person did not know or unaware about the service and others.

On the other hand, despite our better knowledge of ADHD, many children still remain undiagnosed. For instance, bewildered parents watch as their children underachieve at school and create immense tension in the home and the professional educators are equally unaware, some continuing to believe ADHD to be a trendy non- condition or a poor excuse for incompetent parenting (Green and Chee, 2001). In fact, due to the lack of knowledge and awareness about this issue, ADHD can be mistaken for other problems. Parents and teachers can miss the fact that children with symptoms of inattention have ADHD because they are often quiet and less likely to act out. They may sit quietly, seems to work but they are often not paying attention to what they are doing. They may get along well with other children, whereas children who have more symptoms of hyperactivity or impulsivity tend to have social problems. But children with the inattentive kind of ADHD are not the only ones whose disorders can be missed. For example, adults may think that children with the hyperactive and impulsive symptoms just have disciplinary problems.

Recommendation of practical solution and inclusive practice for the children with ADHD in an Early Years Setting. According to Barkley (2006), the preferred approach to management of ADHD involves multimodal intervention and collaboration between professionals, teachers, and parents in identifying, assessing and monitoring children. Early detection is imperative for successful outcomes (Barkley, 2006) and is largely reliant on detection by teachers and parents (DuPaul & Stoner, 2003). However, to ensure that symptoms of ADHD are identified as soon as they are manifest, teachers and parents must have a sound knowledge and a general increased awareness of ADHD. Research showed that the success of children with ADHD in the classroom largely resides in the hands of their teachers. Teachers must have a thorough understanding about the nature and function of these childrens behaviours and how they are influenced by the management strategies employed in the schooling environment. Furthermore, teachers need to have a working knowledge of how to introduce and apply these interventions effectively in the classroom in such a way that will support the personal, social and emotional needs of each child (Barkley, 1998).

Besides that, it is very important for the educators to understand why is it meaningful to include a child with disability in an early years setting or a program. Through this, the children in an inclusive classroom will realise that this is a natural part of learning and develop a sense of self-worth. Children with ADHD need guidance and understanding from their parents and teachers to reach their full potential and to succeed in school. Before a child is diagnosed, frustration, blame, and anger may have built up within a family. Parents and children may need special help to overcome bad feelings. Therefore, the specialist such as mental health professionals can educate parents about ADHD and how it impacts a family. They also will help the child and his or her parents develop new skills, attitudes, and ways of relating to each other. Parenting skills training helps parents learn how to use a system of rewards and consequences to change a childs behaviour. Moreover, it is also important for the government to provide the parents and teachers with some useful information such as free electronic mailed informative newsletter, attention magazines about ADHD, ADHD awareness month, supported services and others to raise their awareness.

Parents of child(ren) with ADHD are a crucial part of the multimodal treatment approach (Barkley, 1990). Therefore, it is vital that parents, teachers and medical professionals work together consistently. Consequently, it is crucial that these parents have a factual understanding of the nature of the disorder, and that they are equipped with functional and flexible strategies to assist them in the management of their child(ren) at home (Barkley, 1995).

Conclusion: In conclusion, ADHD is an on-going issue in early childhood profession and needs to be taken seriously. Besides that, it is no longer good enough for parents, teachers and other professionals to pretend it is a trivial non- condition. Whatever strategies and treatments we used, our aim should be to help these children enter adulthood with the best education, esteem and life skills that are possible. Although we cannot change this inborn predisposition, but we as the educators and parents can most certainly modify the home and school environment to help the children with ADHD behave and achieve to their maximum potential.

References: Barkley, R. A. (1990). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (2nd ed.). New York: Guilford.

Barkley, R. A. (2006). Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (3rd ed.). New York: Guilford.

Barkley, R. A. (1998). Hyperactive children: A handbook for diagnosis and treatment (2nd ed.). New York: Guilford.

Centers for Disease Control and Prevention. (2011). Rates of Parent-Reported ADHD Increasing. Retrieved from http://www.cdc.gov/features/dsadhd/

Commonwealth of Australia. (1997). Demand for disability support services in Australia: Size, cost and growth. Canberra: AIHW.

DuPaul, G.J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd ed.). New York: Guilford.

Encyclopaedia of Mental Disorders. (n.d.). Attention- Deficit/ Hyperactivity Disorder. Retrieved from http://www.minddisorders.com/A-Br/Attention-deficit-hyperactivitydisorder.html

Fowler, M. (2004). Attention- Deficit/ Hyperactivity Disorder. Retrieved from http://nichcy.org/wp-content/uploads/docs/fs14.pdf

Green, C. & Chee, K. (2001). Understanding ADHD: Attention Deficit Hyperactivity Disorder. South Australia: Griffin Press.

National Institute of Mental Health. (2012). Attention Deficit Hyperactivity Disorder (ADHD). Retrieved from http://www.nimh.nih.gov/health/publications/attention-deficithyperactivity-disorder/adhd_booklet_cl508.pdf

Virtual Medical Centre. (2013). Attention Deficit Hyperactivity Disorder in Children (Child ADHD). Retrieved from http://www.virtualmedicalcentre.com/diseases/attention-deficit-hyperactivitydisorder-in-children-child-adhd/477