The prevalence of ADHD-Inattentive type has been found to be lower than the ADHD-Hyperactive-Impulsive type and much lower than the ADHD-Combined type. (a) Given the way ADHD is diagnosed, why might this be so? (b) What are the implications for educators?
What will be an ideal response?
Answer: Answers will vary, but might include some or all of the following:
(a) Learners with the ADHD-Hyperactive-Impulsive type and the ADHD-Combined type have active, noticeable symptoms. They are frequently disruptive in classrooms and disturbing at home. Those with ADHD-Inattentive type are affected in a less noticeable way by the disorder. They are seen to daydream or to be careless in finishing tasks, but their problems are mainly a problem to themselves. They tend not to disrupt ongoing activity in classrooms or at home. They may even go unnoticed.
(b) Educators need to be concerned about the tendency to overlook students who have problems that do not call attention to themselves or disrupt the activities of others. Inattention can seriously affect the student's own learning, and even though these learners may be "no problem, just a little distracted," the effect on their learning and social adjustment must be addressed.
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