Memorandum of ADHD to the School Board
MEMORANDUM
TO:
FROM
DATE
SUBJECT
Introduction
There has been a growing number of children living with Attention Deficit Hyperactivity Disorder (ADHD) in our school. ADHD is a specific disorder that makes it hard for people to pay attention, and regulate imprudent actions. ADHD begins in the childhood stage, goes through teenage to adulthood if not prevented. Children suffering from ADHD should be subjected to special treatment from the school staffs, and attain special education due to their incapability to understand like normal students.
Effects of ADHD
Children who have ADHD perform poorly in class, and around thirty-six percent ends up dropping out of school. Mixing students affected with ADHD and the regular students also causes a lot of problems because children who have ADHD are unable to inhibit their behaviors, and control their responses. Due to continuous failing, students who have ADHD are expelled from the school, with teachers claiming that the problem was with the student.
Recommendations
According to the National Collaborating Centre for Mental Health, experts endorse multimodal treatment for ADHD which is a combination of academic, interactive, and health interventions for the success of children both at home and in school. Multimodal treatment needs teamwork, and assumes the shared responsibility is taken care of by the other departments. Teachers, parents or guardians, exceptional teachers, and school psychologists all work together to bring out effective intervention plans that address personal weakness and build on strength. Intervention includes training teachers, and guardians about ADHD, behavior adjustment methods, canceling, and medication. Specific accommodation that children who have ADHD may bring success to this type of children, and should be included in the child’s IEP plan. The US Department of Education advised that “programs should, at a minimum, identify students’ characteristics and individual learning needs, and provide sound ideas for strengthening their academic, and social performance.
Children who have ADHD need extra help for behavioral modification plans to meet teachers expectations, such as classwork completion, and restraining movements. This exposure may temporarily change a child’s behavior, hence improving grades. Children who have ADHD should partake their learning in a class of few students like 10-12 which is manageable.
Conclusion
We do not have to let children affected with ADHD keep failing in school. Continuous failing results to school dropout, and unemployment, it also deprives the society of contribution this children who have ADHD could have made had their potential been developed. Proper care of students who have ADHD both at home and in school could create a brighter future for them.
References
National Collaborating Centre for Mental Health (UK. (2018). Attention deficit hyperactivity disorder: diagnosis and management of ADHD in children, young people and adults. British Psychological Society.