Inclusion Education and Adhd

In: Social Issues

Submitted By 2ndtimearound
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Pages 9
Inclusion Education and ADHD: A Hit or a Miss?
Alice A. Avila-Smith
COM 22
July 15, 2012
Katherine Cox

Inclusion Education and ADHD
Brianna, a precocious seven-year-old student diagnosed with ADHD came home from school and handed her mother a report with a turned down smile on it from her teacher indicating she was disruptive in class, earning her a time-out. Her mother asked why she talked so much in class. With a wide-eyed innocent expression on her face, Brianna says, “I don’t want to but I have to! (B. Smith, personal communication, October, 2002).
For an estimated 4.5 million school-aged children diagnosed with ADHD, this same sentiment could be echoed much to the dismay of parents and teachers alike. Forty percent of these children are also diagnosed with co-morbid conditions, secondary to ADHD, such as learning, and conduct disorders or Oppositional Defiance Disorder, a condition marked with aggression, conflict-seeking, ignoring even the simplest requests, and frequent outburst (Flippin, 2005). Proponents of Inclusion Education argue integrating disabled students with their non-disabled peers into mainstream classrooms is beneficial to teaching them how to socially function in the world after high school; however, immersion does not guarantee inclusion for the ADHD student, who typically does not benefit from the one-size-fits-all classroom model. Inclusion of ADHD students in mainstream education has merit, but it has missed the mark because it leads to social stigma and academic underachievement. Both Section 504 of the Rehabilitation Act of 1973 and the Individuals Disabilities Education Act (IDEA) recognizes, legitimizes, and ensures disabled students the right to be “educated in the least restrictive environment (LRE) in which educational and related needs can be satisfactorily provided” (Taylor, 2004, p. 219) but also recognizes the need…...

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