Attention-Deficit/Hyperactivity Disorder 

ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. (Centers for Disease Control and Prevention, 2023)

ADHD Challenges 

Individuals with Attention-Deficit/Hyperactivity Disorder commonly face a variety of challenges including Inattention, Hyperactivity, Impulsivity, Time Management Issues, Academic or Work Challenges, Relationship Strain, Low Frustration Tolerance, Procrastination, Emotional Regulation, and Self-Esteem Issues. Listed below are some examples of daily activities that can be difficult for an individual with ADHD:

• Paying close attention to details or making seemingly careless mistakes at work or during other activities
• Sustaining attention for long tasks, such as preparing reports, completing forms, or reviewing lengthy papers
• Listening closely when spoken to directly
• Following instructions and finishing duties in the workplace
• Organizing tasks and activities and managing time
• Engaging in tasks that require sustained attention
• Losing things such as keys, wallets, and phones
• Being easily distracted by unrelated thoughts or stimuli
• Being forgetful in daily activities, such as paying bills, keeping appointments, or returning calls

ADHD Solutions

"Since the etiology of ADHD could be very different from patient to patient, the precise nature of the physiological changes underlying the clinical manifestations of ADHD in each case could be slightly different, affecting the effectiveness of the chosen treatment and possibly explaining the variation in the effect of the same treatment on different patients" (Núñez-Jaramillo et al, 2021). It is important to tailor interventions to fit individual needs, as what works for one person may not work for another. Consulting healthcare professionals, psychologists, or ADHD specialists can help create a personalized plan for managing ADHD symptoms.

• Medication
• Cognitive Behavioral Therapy
• Structured Routines
• Environmental Modifications
• Break Tasks into Smaller Steps
• Use of Tools & Technology
• Regular Exercise
• Mindfulness & Relaxation Techniques
• Educational Support
• Social Support

Challenges and Issues for Family Members

According to the article, Experience of stress in parents of children with ADHD: A qualitative study they state, parents attribute their high stress to their children’s behaviour, unmet needs for support, and social stigma" (Leitch et al., 2019). ADHD can have a significant impact on siblings, parents, and other family members. Siblings may feel neglected or resentful when the focus is constantly on the individual with ADHD. Parents of children with ADHD often experience elevated levels of stress and emotional / financial strain due to the challenges associated with managing the condition on a daily basis. 

Listed below are some of the daily challenges that family members may encounter:

• Communication Struggles
• Organizational Difficulties
• Emotional Stress
• Parental Burnout
• Sibling Dynamics
• Educational Advocacy
• Financial Strain
• Impact of Parental Relationships
• Stigma & Misunderstanding
• Balancing Responsibilities

Issues in Societal Areas and Solutions (accommodations)

Education

Children with Attention-Deficit Hyperactivity Disorder often encounter more obstacles on their path to success compared to the average student due to several factors:

• Planning, Organization, and Time Management
• Lack of Focus
• Academic Underachievement
• Behavioral Issues
• Social Struggles
• Self Esteem Challenges
• Increased Risk for Bullying
• Inconsistent Support
• Stigma

IEP and 504 Plans can offer accommodations for students to help them manage their ADHD, including:

• Extra time on tests
• Instruction and assignments tailored to the child
• Positive reinforcement and feedback
• Using technology to assist with tasks
• Allowing breaks or time to move around
• Changes to the environment to limit distraction 
• Extra help with staying organized.

Work Environment

Individuals with ADHD may face challenges in the workplace, including difficulties in task management, coping with distractions, and meeting deadlines. Organizational issues and impulsivity may impact work efficiency and interpersonal relationships. This can lead to stress and anxiety, potentially hindering career advancements. To address these challenges, workplaces can consider providing flexible schedules, clear communication, and quiet workspaces. Offering tools for task prioritization, regular breaks, and positive reinforcement can contribute to a more supportive environment. 

Mainstreaming the Child/Adolescent with ADHD

 "The federal law, Part B of the IDEA, requires that schools must pursue full inclusion of children with disabilities in regular classroom with their non-disabled peers by providing appropriate accommodations, modifications, and supplementary aids and services. If such attempts do not work, schools may place children in separate classrooms while ensuring the children are educated along with their non-disabled peers to the maximum extent appropriate. The least restrictive environment, along with the IEP, is an important principle of special education provision under the IDEA. Accordingly, the implementation of an IEP and its least restrictive environment provision is one basis of the federal funding allocation" (Zwane & Malale, 2018). Integrating children with ADHD into mainstream settings can be more complex than it sounds. While numerous benefits come with this approach, it also brings forth certain challenges. On the positive side, this practice contributes to social integration by placing children with ADHD in regular classrooms, fostering a sense of belonging and understanding among their peers. It nurtures an inclusive environment, promoting empathy and acceptance. The exposure to diverse learning environments enriches the overall educational experience. However, challenges can be found in meeting individual needs such as seating accommodations, reduced distractions, and additional support. Implementing these accommodations effectively within a mainstream setting may pose challenges given constraints in resources and varying levels of teacher preparedness. This involves careful planning to ensure that the unique needs of the child are met while maintaining a supportive and inclusive environment for both the student and their neurotypical peers.

Societal Awareness and Accommodations 

"In 1990, Congress passed the Americans with Disabilities Act of 1990 to improve access and create accommodations for people with various disabilities. The ADA includes ADHD as a recognized disability. For an employee who has ADHD, the act can require the employer to provide reasonable accommodations, as long as it doesn’t create undue hardship for the business" 

(Asking for workplace accommodations. CHADD, 2019)

Implementing accommodations in educational and workplace settings enable individuals with ADHD to thrive by addressing their specific needs and promoting equal opportunities. 

References

Asking for workplace accommodations. CHADD. (2019, April 18). https://chadd.org/adhd-weekly/asking-for-workplace-accommodations/

Centers for Disease Control and Prevention. (2023a, September 27). ADHD in the classroom. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/school-success.html

Centers for Disease Control and Prevention. (2023a, September 27). Fact sheets about ADHD. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/adhd/materials-multimedia/factsheets.html

Leitch, S., Sciberras, E., Post, B., Gerner, B., Rinehart, N., Nicholson, J. M., & Evans, S. (2019). Experience of stress in parents of children with ADHD: A qualitative study. International journal of qualitative studies on health and well-being, 14(1), 1690091. https://doi.org/10.1080/17482631.2019.1690091

Núñez-Jaramillo, L., Herrera-Solís, A., & Herrera-Morales, W. V. (2021). ADHD: Reviewing the Causes and Evaluating Solutions. Journal of personalized medicine, 11(3), 166. https://doi.org/10.3390/jpm11030166

U.S. Department of Health and Human Services. (2021). Attention-deficit/hyperactivity disorder in adults: What you need to know. National Institute of Mental Health. https://www.nimh.nih.gov/health/publications/adhd-what-you-need-to-know

Zwane, S. L., & Malale, M. M. (2018). Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland. African journal of disability, 7, 391. https://doi.org/10.4102/ajod.v7i0.391