An analysis of the discourses on attention deficit hyperactivity disorder (ADHD) in US special education textbooks, with implications for inclusive education

2015 ◽  
Vol 20 (1) ◽  
pp. 32-51 ◽  
Author(s):  
Justin E. Freedman
Keyword(s):  
Special Education ◽  
Attention Deficit Hyperactivity Disorder ◽  
Inclusive Education ◽  
Attention Deficit ◽  
Hyperactivity Disorder ◽  
Special Education Textbooks

scholarly journals Urinary Polycyclic Aromatic Hydrocarbon Metabolites and Attention/Deficit Hyperactivity Disorder, Learning Disability, and Special Education in U.S. Children Aged 6 to 15

2014 ◽  
Vol 2014 ◽  
pp. 1-10 ◽  
Author(s):  
Zaynah Abid ◽  
Ananya Roy ◽  
Julie B. Herbstman ◽  
Adrienne S. Ettinger
Keyword(s):  
Special Education ◽  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disability ◽  
Attention Deficit ◽  
Developmental Disorders ◽  
Hyperactivity Disorder ◽  
Pah Metabolites ◽  
Polycyclic Aromatic ◽  
Pah Exposure ◽  
The Relationship

Exposure to polycyclic aromatic hydrocarbons (PAHs) adversely affects child neurodevelopment, but little is known about the relationship between PAHs and clinically significant developmental disorders. We examined the relationship between childhood measures of PAH exposure and prevalence of attention deficit/hyperactivity disorder (ADHD), learning disability (LD), and special education (SE) in a nationally representative sample of 1,257 U.S. children 6–15 years of age. Data were obtained from the National Health and Nutrition Examination Survey (NHANES) 2001–2004. PAH exposure was measured by urinary metabolite concentrations. Outcomes were defined by parental report of (1) ever doctor-diagnosed ADHD, (2) ever doctor- or school representative-identified LD, and (3) receipt of SE or early intervention services. Multivariate logistic regression accounting for survey sampling was used to determine the associations between PAH metabolites and ADHD, LD, and SE. Children exposed to higher levels of fluorine metabolites had a 2-fold increased odds (95% C.I. 1.1, 3.8) of SE, and this association was more apparent in males (OR 2.3; 95% C.I. 1.2, 4.1) than in females (OR 1.8; 95% C.I. 0.6, 5.4). No other consistent pattern of developmental disorders was associated with urinary PAH metabolites. However, concurrent exposure to PAH fluorine metabolites may increase use of special education services among U.S. children.

scholarly journals Associations of Epstein-Barr Virus Infection with Attention Deficit Hyperactivity Disorder, Learning Disability, and Special Education in U.S. Children

2021 ◽  
Author(s):  
Jingjing Wang ◽  
Yaping Li ◽  
Xiaozhen Geng ◽  
Xin Zhang ◽  
Yanfeng Xiao ◽  
...  
Keyword(s):  
Special Education ◽  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disability ◽  
Attention Deficit ◽  
Epstein Barr Virus ◽  
Epstein Barr Virus Infection ◽  
Neurodevelopmental Outcomes ◽  
Barr Virus ◽  
Hyperactivity Disorder ◽  
Epstein Barr

AbstractBackgroundMost infections of Epstein-Barr virus (EBV), which is potentially neurotropic, occurred in childhood, but little is known about its association with child neurodevelopmental outcomes.MethodsWe determined whether EBV seropositivity was associated with parent-reported attention deficit hyperactivity disorder (ADHD), learning disability, or special education utilization among children, using data from the National Health and Nutrition Examination Survey (NHANES) 2003-2004. Potential confounding factors were adjusted using survey logistic regression models.ResultsEBV seroprevalence was 69.6% (95% CI, 67.1%-72.1%) for U.S. children aged 6-19. The prevalence was 8.86% (95% CI, 7.47%-10.47%) for ADHD among 6-19 year olds, 11.70% (95% CI, 9.84%-13.87%) for learning disability among 6-15 year olds, and 10.18% (95% CI, 8.58%-12.05%) for special education among 6-17 year olds. Children with positive anti-EBV had higher crude prevalence rates of learning disability and special education but not ADHD compared with those with negative anti-EBV. The adjusted odds ratios were 2.76 (95% CI, 1.53-4.96) for learning disability, 3.58 (95% CI, 1.92-6.55) for special education, and 0.77 (95% CI, 0.42-1.38) for ADHD, when comparing children with positive and negative anti-EBV.ConclusionsEBV seropositivity was associated with learning disability and special education among U.S. children. Future studies that longitudinally examine the associations are warranted.

scholarly journals Educação e sua Importância no Processo de Inclusão de Crianças com TDAH: Inquietações a serem enfrentadas no Ensino Regular / Children with ADHD: Concerns to be Faced in Regular Education

2021 ◽  
Vol 15 (58) ◽  
pp. 726-736
Author(s):  
Eliane Da Silva Ferreira Moura ◽  
Fabiana Correia Bezerra
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Inclusive Education ◽  
Attention Deficit ◽  
Regular Education ◽  
Structured Interview ◽  
Students With Special Needs ◽  
Equity In Education ◽  
Hyperactivity Disorder ◽  
Adequate Information ◽  
Teaching Learning

Resumo: O intuito da pesquisa foi conhecer a importância da educação de acordo com o processo de inclusão, o que afirmam os pesquisadores acerca do Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Quanto ao processo metodológico, foi realizada pesquisa bibliográfica com abordagem qualitativa e estudo de caso com entrevista semiestruturada. Os efeitos apontaram as dificuldades de adaptação por conta da falta de qualificação específica dos professores no ensino regular, falta de conhecimento por parte das famílias, dificuldades de aprendizagens e deficiência quanto à equidade no ensino. Concluiu-se que a educação inclusiva ainda está se moldando e se adaptando, seja na sociedade ou nas políticas públicas. Ao mesmo tempo em que parte da dificuldade de aprendizagem desses alunos com necessidades especiais, é dos pais sem informação adequada e os profissionais da educação, como também a sociedade e a comunidades escolares sem nenhuma formação ou informações adequadas. Palavras-chave: Ensino-aprendizagem. Inclusão. Transtorno de Déficit de Atenção e Hiperatividade. Capacitação.   __________________________ Abstract: The purpose of the research was to know the importance of education according to the inclusion process, which researchers claim about Attention Deficit Hyperactivity Disorder (ADHD). As for the methodological process, a bibliographical research was carried out with a qualitative approach and a case study with semi-structured interview. The effects pointed out the difficulties of adaptation due to the lack of specific qualification of teachers in regular education, lack of knowledge on the part of families, learning difficulties and deficiencies in terms of equity in education. It was concluded that inclusive education is still shaping and adapting, whether in society or in public policies. While part of the learning difficulty of these students with special needs is parents without adequate information and education professionals, as well as society and school communities without any training or adequate information. Keywords: Teaching-learning. Inclusion. Attention Deficit Hyperactivity Disorder. Training.

Enhancing the Effectiveness of Special Education Programming for Children With Attention Deficit Hyperactivity Disorder Using a Daily Report Card

2010 ◽  
Vol 39 (2) ◽  
pp. 219-239 ◽  
Author(s):  
Gregory A. Fabiano ◽  
Rebecca K Vujnovic ◽  
William E. Pelham ◽  
Daniel A. Waschbusch ◽  
Greta M. Massetti ◽  
...  
Keyword(s):  
Special Education ◽  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Report Card ◽  
Hyperactivity Disorder ◽  
Daily Report Card ◽  
Daily Report

Working With Attention-Deficit Disorder, Attention-Deficit/Hyperactivity Disorder, and Twice-Exceptional Students

2018 ◽  
pp. 75-92
Author(s):  
Pam L. Epler
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
General Education ◽  
Inclusive Education ◽  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Exceptional Students ◽  
Students With Special Needs ◽  
Twice Exceptional ◽  
Hyperactivity Disorder ◽  
Disability Categories

As part of inclusive education, teachers are likely to see two other categories of students with special needs that do not specifically fit into one of the 13 disability categories under IDEA: (a) students diagnosed with attention-deficit disorder (ADD)/attention-deficit/hyperactivity disorder (ADHD), and (b) twice-exceptional students. Both of these categories of students warrant individual attention in the discussion of inclusive education. Thus, this chapter provides an overview of ADD/ADHD and twice-exceptional students, discusses how these categories connect with IDEA, and presents important information for teachers working with ADD/ADHD and twice-exceptional students in inclusive classrooms. Specific research-based strategies that general education teachers can use to educate these students as well as resources for gaining further information are included.

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