While observing a kindergarten class, you would see many types of students. There would be students reading books, athletic students racing each other, and you would see a student bouncing off the wall, a student who couldn’t stay still or be quiet, a student who didn’t pay any attention. Teachers, doctors, and parents may be quick to diagnosis the student Attention- Deficit/ Hyperactive Disorder (A.D.H.D.), a disorder where students have trouble focusing, are overactive, or lack control over their behavior. But teachers and doctors lack a moral system for diagnosis, lack treatment specific to the student, and a bias in medicating, this leads to kids being hurt educationally and socially by their diagnosis. The system for diagnosing A.D.H.D.
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is that the treatment isn’t personalized to the student. Many kids diagnosed with A.D.H.D are simply medicated. This cannot be the only solution to the problem. In schools today, kid are expected to conform. They are expected to sit in desks with few breaks, a shortened recess, and limited kinesthetic activities. Diagnosed students aren’t hyperactive, uncontrollable individuals, they are bored, energetic kids who wish to be engaged. Teachers should strive to engage students, then seek medicine as additional support. Also, only classroom behaviors are typically examined when diagnosing A.D.H.D. If doctors need an analysis of the patient, shouldn’t they be observed while playing video games, traveling, and being with friends (Source 4)? Instead of teachers, doctors, and parents jumping to the conclusion the child has A.D.H.D, I urge them to examine the environment in which the symptoms most often take place, and develop treatment from …show more content…
is essential to helping the student excel socially and educationally. In an article written by Tonya Froehlich, an associate professor of developmental and behavioral pediatrics at the Cincinnati Children’s Hospital Medical Center, she states that “individuals with A.D.H.D. can have delayed maturation and impaired neuronal connectivity in several parts of the brain. A.D.H.D. often worsens academic, peer and family functioning,” and that “A.D.H.D. medication treatment has been linked to improved academic scores, as well as reduced rates of injury, delinquency, incarceration and substance abuse.” (Source 2). So, teachers and organizations should help students with A.D.H.D. through medication, to promote increased functionality. But, how are A.D.H.D. sufferers who are a minority going to receive proper treatment, through medication or teacher remediation, in a biased society? In a 2013 study, it was established that black students were 69 percent less likely to receive proper treatment for A.D.H.D. (Source 3), even though black boys, known for being more kinesthetic, are more likely to be diagnosed (Source 4). Bias, in race and gender, are seen in both the education field and the healthcare industry. Diagnosing A.D.H.D. is not always bad, but when those who need help the most cannot receive it, how is a diagnosis beneficial? If society is labeling a student as A.D.H.D., but not allowing them correct treatment, how are those students going
is that the treatment isn’t personalized to the student. Many kids diagnosed with A.D.H.D are simply medicated. This cannot be the only solution to the problem. In schools today, kid are expected to conform. They are expected to sit in desks with few breaks, a shortened recess, and limited kinesthetic activities. Diagnosed students aren’t hyperactive, uncontrollable individuals, they are bored, energetic kids who wish to be engaged. Teachers should strive to engage students, then seek medicine as additional support. Also, only classroom behaviors are typically examined when diagnosing A.D.H.D. If doctors need an analysis of the patient, shouldn’t they be observed while playing video games, traveling, and being with friends (Source 4)? Instead of teachers, doctors, and parents jumping to the conclusion the child has A.D.H.D, I urge them to examine the environment in which the symptoms most often take place, and develop treatment from …show more content…
is essential to helping the student excel socially and educationally. In an article written by Tonya Froehlich, an associate professor of developmental and behavioral pediatrics at the Cincinnati Children’s Hospital Medical Center, she states that “individuals with A.D.H.D. can have delayed maturation and impaired neuronal connectivity in several parts of the brain. A.D.H.D. often worsens academic, peer and family functioning,” and that “A.D.H.D. medication treatment has been linked to improved academic scores, as well as reduced rates of injury, delinquency, incarceration and substance abuse.” (Source 2). So, teachers and organizations should help students with A.D.H.D. through medication, to promote increased functionality. But, how are A.D.H.D. sufferers who are a minority going to receive proper treatment, through medication or teacher remediation, in a biased society? In a 2013 study, it was established that black students were 69 percent less likely to receive proper treatment for A.D.H.D. (Source 3), even though black boys, known for being more kinesthetic, are more likely to be diagnosed (Source 4). Bias, in race and gender, are seen in both the education field and the healthcare industry. Diagnosing A.D.H.D. is not always bad, but when those who need help the most cannot receive it, how is a diagnosis beneficial? If society is labeling a student as A.D.H.D., but not allowing them correct treatment, how are those students going