Attention Deficit/ Hyperactivity Disorder (ADHD)
While ADHD is a separate condition, students with ADHD use some of the same accommodations and instructional strategies as those students with learning disabilities. ADHD is a persistent pattern of inattention or hyperactivity/impulsivity manifested in academic, employment, or social situations. ADHD arises during childhood and is attributed neither to gross neurological, sensory, language, or motor impairment nor to mental retardation or severe emotional disturbance.
- Inattentive type, where the person can’t seem to get focused or stay focused on a task or activity; In social situations, inattention may be apparent by frequent shifts in conversation, poor listening comprehension, and not following the details or rules of games and other activities.
- Hyperactive type- often is very active, and may manifest itself in the form of inner restlessness, inability to relax, unhappy/discontent when inactive
- Impulsive type -often acts without thinking; may take the form of interrupting, impatient, snap decisions, recklessness, switching tasks rapidly, feeling “down” when bored or “up” when excited/stimulated
- Combined type, where the person is inattentive, impulsive, and/or hyperactive
- ADHD is not a form of mental retardation or emotional disorder
- ADHD is not a disorder that a student “grows out of”. Diagnostic criteria for ADHD in adults include current, persistent attention difficulties.
- Errors in the written work of students with ADHD may appear to be “careless” but actually are the result of the disability.
- Common accommodations for students with ADHD are note-taking assistance, taped lectures, a quiet test environment, extended time on tests, priority registration, early syllabus and study skills/strategies training.