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The Effects and Affects of ADHD/ADD in Education/Learning
Attention Deficit Hyperactivity Disorder (ADHD), which is also known as Attention Deficit Disorder (ADD), is a behavioral dysfunction that impairs learning capacity. Research studies found that students with ADHD struggle with core neurobiological symptoms of inattention, hyperactivity, and impulsivity, key factors that impede academic performance despite possession of high intellectual abilities. With no less than 5% of children now afflicted with ADHD, the problem appears to have assumed critical dimension. This paper highlights the severity of the ADHD problem and argues for case-to-case problem resolution, founded on comprehensive intervention strategy that engages affected children and students in new and winning learning solutions.
The core ADHD symptoms bring about attendant affects that weaken student concentration, learning, and memory, and these are: loss of focus, boredom, impatience, sadness, inaction, depression, aggression, defiance, joy, fear, and anger. According to Bailey, forgetfulness, disorganization, and inability to retain essential information represent major learning barriers for students with ADHD. Students with more ADHD symptoms have been found to experience lower math and reading scores, apart from demonstrating higher probability of course delinquency and repetition. Moreover, the erratic, disruptive, and aggressive behavior of students with ADHD breeds not only serious academic difficulties, but also makes them likely candidates for suspensions and expulsions.
Commonly diagnosed in children, usually boys, ADHD is a non-curable health problem that begins from pre-school age and can linger through school age, adolescence, and adulthood. This extended affliction impacts 80% of those with the disorder as kids and constitutes a long-term handicap that blurs pathways to progressive learning and normal life. While ADHD is not a learning disability, findings of some studies indicate that about 50% of ADHD-afflicted students have learning disabilities, which research revelation even reinforces the alarming magnitude of the problem.
Considering ADHD’s complex behavioral dimension, the learning deprivation that it engenders, its non-curability, and its adverse impact on academic life, there is no better way to address the problem than a well-thought team intervention and treatment program for each identifiable case. The team should include parents, teachers, school administrators, medical practitioners, and other qualified personnel who can make vital contribution in a holistic program that transforms a student with ADHD into learning and future-compliant member of society.
