Misrepresentations of ADHD & Benefits of Inclusive Classroom Training
Emma Fitzgerald
Dominican University of California
01-01-2019
The question of whether attention-deficit/hyperactivity disorder (ADHD) is over-diagnosed in adolescents has been a recent topic of research. Through research studies, a trend for potential over-diagn..
The question of whether attention-deficit/hyperactivity disorder (ADHD) is over-diagnosed in adolescents has been a recent topic of research. Through research studies, a trend for potential over-diagnosis has been found. Misdiagnosis and over-diagnosis mainly occur due to societal norms clouding perceptions of the disorder. (Bruchmüller et al., 2012) Classroom inclusivity is an area that could potentially improve misdiagnosis and over-diagnosis of ADHD. Inclusive classroom training can spread both awareness and understanding about the disorder, ultimately reducing misconceptions about ADHD. The present study explored several hypotheses: Hypothesis 1: Students’ perception of their ADHD knowledge is not correlated with their actual knowledge of ADHD. Hypothesis 2: Pre-service teachers will more accurately refer students who display ADHD than the general population of student participants. Hypothesis 3: Students with more inclusive classroom training will more accurately refer students who display ADHD.
