Page 1 Mrs Jane OBrien Student Number X1229977 E243 TMA01 Examining Evidence Introduction The topic I have

e chosen for this assignment is Attention Deficit Hyperactivity Disorder (ADHD). This topic has a special interest to me as I work as a special needs teaching assistant. I believe I have sourced two interesting articles which contrastingly represent some of the discourses discussed in units one four. The first article (Appendix A) was sourced from the Education World web site. This web site exists to provide information and advice to parents, teachers and other educational professionals. The article is a debate on ADHD A Dramatic Rise in ADHD Sparks Controversy. I have decided to contrast appendix B with one of the opinions within this debate. The debate argues that there is a dramatic rise in the number of children, including pre school children, being prescribed psychotropic medication to treat the disorder. Some say ADHD is a myth not a brain based disorder, but a reflection of what is wrong with our society and education. (Dunne, 2000). The second article (Appendix B) was sourced from the Observer Newspaper. The health editor has written the article and I believe it is aimed at the general public. It discusses the plight of a five year old child. The childs behaviour is being controlled by drugs the drug Concerta has been prescribed to control his ADHD. His parents believe that he should not be on such a drug at a young age, but feel that they have no other option open to them. Evaluation and appraisal of articles As a result of evaluating the text, I believe the main framework adopted by this first article (Appendix A) is that of a Social Disadvantage Model as discussed in unit 2, page 58.( The Open University, 2004). The debate focuses on the dramatic rise in the number of children being diagnosed with ADHD over the past ten years, it goes on to say that this explosion of childhood ADHD is indicative of whats wrong with our society and education system: they blame parents and educators for choosing quick fixes for what they say is a behavioural problem, not a brain based disorder, (Dunne, 2000). I also believe there is a contrasting medical discourse and a rights discourse attached to this article. (I have shown my understanding of this in the table, Appendix C). Some professionals who make comments within the article concentrate on research methods being used in the treatment of ADHD, they use a medical discourse to share their views. Whereas Diller (2000) uses a rights discourse when he states that there are powerful market forces operating on the system to promote drugs. There are no market forces to promote special education or counselling (Diller, 2000). However, others argue that parents and educators are choosing quick fixes for what they say is a behavioural problem not a brain disorder, so does this mean that a label is being attached to those children who exhibit out of the ordinary behaviour and are

Page 2 Mrs Jane OBrien Student Number X1229977 E243 TMA01 now being labelled with ADHD? The second article (Appendix B) takes a contrasting view of the disorder. The author looks at ADHD as a medical discourse highlighted in unit 1, p.41 (The Open University 2004) This whole article looks at this disorder from a medical point of view. I also believe that both the Deficit Discourse and the Social Disadvantage Models are also represented with the text. I have highlighted my understanding of these frameworks within the table (Appendix C). The childs parents views are that he was diagnosed with ADHD because of his behaviour and then prescribed the drug Concerta to control this behaviour, even though he is a lot younger that the recommended age for the drug. Other professionals who have commented in the article all concentrate on facts and figures surrounding the drug and the debate of the rights and wrongs of its prescription. They use a medical discourse to portray their views. I understand that some of the parents remarks, especially when they talk of lack of support and little choice(Revill, 2003) lean towards the social disadvantage model, as discussed in Unit 3, p 71 (The Open University, 2004) but in no way do the professional adopt this. The Medical Director of the drug company that produces Concerta openly said we know that some children under six receive Concerta, but think it is only a small number (Revill, 2003). Within an article using a medical discourse this I believe this statement is not very startling, but I believe if it had been admitted within an article using a different discourse I believe it would sound more shocking. Conclusion Although I would argue that there seems to be an overriding discourse used for each article, there are also many underlying ones that can be found. The children highlighted in the articles show the diverse needs of our children from totally different angles. The children in the first article (Appendix A) are initially being let down by their society, being labelled by it to fit a purpose - parents and educators choosing quick fixes for what can be seen as a behavioural problem not a brain based disorder. Whereas the child in the second article (Appendix B) was diagnosed and treated then left without support from those whom he needed.

Word Count 998

Appendix C _____________________________________________________________________ Appendix A Appendix B _____________________________________________________________________ Deficit Model Individuals will be affected by the labels given to describe behaviour of other children he has no school to go to the last one excluded him because of his tantrums and destructive tendencies. _____________________________________________________________________ Medical Model Involves diagnosing Involves diagnosing and then an implication that prescribing treatment the child has something The drug was given to treat his wrong. ADHD. It works by increasing his Children showing out concentration and decreasing his of the ordinary behaviour hyperactivity. being diagnosed and labelled with ADHD _____________________________________________________________________ Rights Model Rights have been taken away or reduced there are powerful market forces to promote drugs. no market forces to promote special education and counselling. _____________________________________________________________________ Social Feel Disadvantaged because Feel disadvantaged because Disadvantage their behaviour prevents their behaviour prevents them them from being socially from being socially accepted accepted. Parents feel they have little Parents and educators choice.its the only help on choosing quick fixes for what offer they say is a behavioural Problem not a brain disorder.

Page 3 Mrs Jane OBrien Student Number X1229977 E243 TMA01 References

Diller, Lawrence (2000) Dramatic Rise in ADHD Sparks Controversy The Education World Web Site. http//www educationworld.com/a_issues/issues148d.shtml (accessed 01.03.08) Dunne, Diane Weaver (2000) Dramatic Rise in ADHD Sparks Controversy The Education World Web Site. http://www.education-world.com/a_issues/issues148d.html (accessed 17.02.08) Revill, J (2003). Five and under a drugs control, The Guardian Web Site. http://observer.guardian.co.uk/uk.news/story/0..1020390.00.html (accessed 16.02.08) The Open University (2004) Starting Out, E243 Inclusive Education Learning From Each Other. Milton Keynes. The Open University. The Open University (2004) Thinking It Through E243 Inclusive Education Learning From Each Other. Milton Keynes. The Open University.