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What is Other Health Impairment: ADHD:

“Other Health Impairment (OHI) means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment due to a chronic or acute health problem, including but not limited to asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, leukemia, kidney disease, sickle cell anemia or Tourette syndrome” (IDEA, 2020).

 

Attention Deficit Hyperactivity Disorder is a subcategory of OHI, and is defined as  “a chronic condition that includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior " (Mayo Clinic, 2019).

Social 
  •  Difficulty regulating behavior

  •  Impulsivity may inhibit socialization

  • May seem immature for their age due to hyperactivity and poor impulse control

Physical
  • May be on medication to help mitigate the symptoms of the disorder with the following side effects:

    • weight loss

    • fatigue

    • flat affect

Academic
  • Difficulty sustaining attention

  • Poor organizational and other executive functioning skills

  • Anxiety often manifests as disruptive behavior

  • May have difficulty with transitions

Strengths 
  • Able to hyper focus

  • Charismatic

  • Able to make unique associations

  • Spontaneous

  • Creative

  • Persistent

  • Natural leaders

Affective
  • Needs to move constantly

  • Very excitable and talkative

  • May engage in distracting behaviors due to poor impulse control

  • Easily distracted

Cognitive
  • Impaired executive functioning skills

Levels of Severity
  • People with ADHD can have mild, moderate or severe symptoms.

  • ADHD is a pervasive, chronic disorder.

  • High incidence of co-morbid disorders.

 

Educational
Implications
  • Students with ADHD are educated in a mainstreamed classroom.

  • Students with ADHD need a structured educational environment.

  • Positive feedback and clear rules can be helpful in classroom management when working with students with ADHD.

 

  • It is estimated that 5% of K-12 students have an ADHD diagnosis.

Incidence

Student Questions

Grades K-4:  

  • Did you know I’m the fastest runner?

  • When is recess?

  • Can I sit by my friends?

 

Grades 5-8:  

  • Can I still get credit for late work?

  • When is class over?

  • When is this assignment due again?

 

Grades 9-12:

  • Can you help me organize this project?

  •  When is the test again?

  •  What time is the assembly?

Parent Questions
  • Who do I talk to about getting an Individualized Education Plan for my child?

 

  • Do I have to put my child on medication?

  • Will my child get services if we chose not to medicate them?

  • How do I get my child screened for ADHD?

  • What can we do at home to help our child stay up on assignments?

 

  • Who do I go to if I have concerns about my child's grades?

Teacher Questions
  • Where do I get additional training for working with students with ADHD?
  • What assistive technology do I have available to help me differentiate instruction for students with ADHD?
  • What should I do if I have a student with ADHD who is not staying on task?
  • What administrative and additional support do I have to help me support my students with ASD?
  • How can I model tolerance and inclusion in my classroom?
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