Parents, teachers, counselors, physicians and experts play an important role in the diagnostic evaluation of the students’ behavior and academic performance

As we celebrate the 6th National ADHD Awareness Week, let us take time to pause and see how far we have gone in our public awareness campaign on the disorder.

Are schools now more aware that there is such a thing as Attention Deficit/Hyperactivity Disorder? Do they still continue to reject students with behavioral problems or those who are not doing well in the academic department because of their inattentiveness in class?

A very recent study conducted by Ma. Paz A. Manaligod, Ph.D. which is featured in her book “Educating Children with ADHD: The Philippine Experience” showed that school administrators are now more knowledgeable about ADHD and that they are open to the inclusion of students with the disorder in the regular classroom.

BASIC KNOWLEDGE

According to Manaligod, school administrators who participated in the study claim to have a basic knowledge of ADHD − or “children with ADHD are hyperactive and ‘always on the go’, lacking focus, moody, temperamental, and having short attention span”. However, they are also perceived as “intelligent and smart”.

Some administrators also believe that ADHD is a neurobiological disorder that is quite common among children.

Significantly, only a few of them have limited knowledge of ADHD or, even worse, had a wrong concept of it.

A study revealed that there are students with ADHD in almost all schools surveyed; however, there is no data to specifically show their number in each school and on the severity of the children’s condition.

Ironically, the same study also disclosed that despite their knowledge of ADHD, 10 percent of the school administrators claim that they have no students with ADHD. Most of the respondents who claim that they are not aware of students with ADHD in their school are in the public school system.

One reason could be that students in the public schools who are suspected of having ADHD do not go through the proper diagnostic tests on account of their parents’ financial constraints.

APPROVAL OF INCLUSION

Manaligod notes that a concrete step to educating children with ADHD starts with the approval of the idea of inclusion and the willingness of administrators to admit these students to their schools.

Her study showed that 69 percent of school administrators believe that children with ADHD should be included in regular classes, while 31 percent did not approve of their inclusion.

According to the study, the school administrators who are for inclusion state that “children with ADHD can be included in the regular classroom and can cope, since the school work is not severe”.

Manaligod notes that the inclusion of children with ADHD in the regular classroom is conditioned by reasons like modifications in instruction and cooperation of parents concerned.

The school administrators who are not for inclusion of children with ADHD reason out that “their school could cater only to regular students and that these children get into fights and tend to be very aggressive”.

SCHOOL POLICIES

The study also revealed that majority of administrators accept students with ADHD in their respective schools on account of the “Education for All’’ policy and the recognition of the right of every child to a decent education.

Manaligod concludes that schools in general, hope to cater to all kinds of students, regardless of their disabilities.

“However, it appears that the negative response is due to the perceived inadequacies in meeting the needs of the students, e.g. the teachers are not trained, and school personnel do not know how to deal with children with ADHD,” she adds.

SYSTEM OF IDENTIFICATION

So how do schools identify a possible ADHD case?

Manaligod points out that parents, teachers, counselors, physicians and experts play an important role in the diagnostic evaluation of the students’ behavior and academic performance.

“The ability to recognize ADHD heavily depends on the available diagnostic tools, which form part of a system of identification” she says.

The study bares that 75 percent of the schools surveyed have a system of identification consisting mainly of teachers’ observations, anecdotal reports, medical reports, and the use of an observation checklist by either the teachers or the guidance counselors.

She stresses that more often, teachers are the first ones who observe symptoms of ADHD, after which they refer the child to the guidance counselors.

The latter then advice parents to seek medical and psychological help from experts.

“The initial recognition of ADHD depends largely on teachers’ observations, but it must be validated by either a developmental pediatrician or a clinical psychologist. A medical or a psychological diagnosis will help determine the severity of the condition of the child and the course of action that can be undertaken to assist her or him” she adds.

SCHOOL PROGRAM THAT CATER TO INDIVIDUAL DIFFERENCES

It is heartwarming to note that based on the study, 86 percent of the administrators claim that their schools have implemented concrete measures to address the individual needs of students, including the most common and basic interventions, e.g. talking with parents and referrals to the guidance office.

Manaligod however, emphasized that although these interventions are integral to the intervention strategies, these alone do not meet the educational needs of children with ADHD. This clearly indicates the schools’ insufficiency of educational interventions.

WHERETO?

So does this study show a positive light for parents and students with ADHD?

Perhaps the road towards the light is still long and winding, but at least we’re getting somewhere. Meanwhile, let’s continue to advocate for the child with ADHD. Together let us ensure that every child with ADHD is protected, cared for and understood.

*****

(Note: The book cited above is available at the ADHD Society of the Philippines Secretariat at Rm. 110, Institute of Social Order, Ateneo de Manila University, Katipunan Ave., Loyola Heights, Quezon City.)

Editha R. Martelino is the current president of the ADHD Society of the Philippines. A parent of two children with Attention Deficit/Hyperactivity Disorder (ADHD), she initiated and played an active role in the ADHD School Caravan, a public awareness campaign on the disorder. She is an AB Literature graduate of the University of Santo Tomas and is a writer by profession.